1. art and entertainment
2. books and literature

IMPLEMENTATION PROCESS OF WOMEN EMPOWERMENT PROGRAMMES:
THE CASE STUDY OF SELECTED WOMEN GROUPS IN MONZE DISTRICT IN
ZAMBIA.
BY
MUBUKWANU FELISTUS MOOKA
DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE MASTER OF
EDUCATION DEGREE IN ADULT EDUCATION
UNZA
2014
IMPLEMENTATION PROCESS OF WOMEN EMPOWERMENT PROGRAMMES:
THE CASE STUDY OF SELECTED WOMEN GROUPS IN MONZE DISTRICT IN
ZAMBIA.
BY
MUBUKWANU FELISTUS MOOKA
DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE MASTER OF
EDUCATION DEGREE IN ADULT EDUCATION
THE UNIVERSITY OF ZAMBIA
LUSAKA
2014
ii
DEDICATION
This work is dedicated to my children Nancy, Louis, Joshua and Tabo for the endurance you
went through during the period of my studies. I sacrificed for your perceived happiness. I believe
I have laid a strong foundation upon which you could build on.
i
COPYRIGHT DECLARATION
All rights reserved. No part of this dissertation may be reproduced, stored in any system, or
transmitted, in any form or any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior permission of the author.
ii
AUTHOR’S DECLARATION
I, Mubukwanu Felistus Mooka do declare that this dissertation represents my own work and that
it has neither in any part nor in whole, been presented as substance for award of any degree at
this or any other university. Where other people’s work has been used, acknowledgement has
been made.
Signature of Author: ………………………………………………..
Date: …………………………………………………………………
Signature of the supervisor: ……………………………………......
Date: ……………………………………………………………....
iii
CERTIFICATE OF APPROVAL
The University of Zambia approves the dissertation of Mubukwanu Felistus Mooka as fulfilling
the requirements for the award of the Degree of Masters of Education in Adult Education.
Signed: ………………………………… Date: ……………………………………………….
Signed: ………………………………… Date: ……………………………………………….
Signed: ………………………………… Date: ……………………………………………….
iv
ACKNOWLEDGEMENTS
A report like this one naturally owes much to many people for their valuable assistance and
support without whom the study would have not been successful.
First and foremost, sincere gratitude goes to the staff and my fellow classmates in the
Department of Adult Education and Extension Studies for their immeasurable support towards
the completion of this work.
Secondly, I would also like to express with heartfelt gratitude to my supervisor, W.W.
Chakanika, for the guidance through this study. You are indeed the best navigator. I greatly
benefitted from your dynamic inspiration, supervision and navigation.
Special acknowledgement goes to the Department of Community Development for granting me
permission to pursue my studies. Community Development Officers for Monze District are also
acknowledged for their support. I would like to also appreciate the efforts of the two Research
Assistants i.e. Audrey Chinyama and Ivan Kasangula. All the respondents who participated in
this study are greatly appreciated too.
Lastly, sincere gratitude also goes to my family such as my dearest friend and father to my
children Mr. Mundia Sitali for the support and for showing me the importance of education.
Other thanks also go to parents, late father Mr. Godwin Ngenda Mubukwanu and my mother,
Mrs. Elizabeth In’utu Mubukwanu, brothers, sisters, nephews, nieces, other relatives and friends
too numerous to mention for their support even during hard times. To you all, I am very grateful.
v
ABSTRACT
The purpose of the study was to analyse the implementation process of the Women
Empowerment Programmes (WEP) among selected Women Groups in Monze District of
Zambia. This study adopted a case study design and both qualitative and quantitative data was
collected. The sample size was 150 respondents. The data was collected using Focus Group
Discussions (FGDs), interview guides, semi structured interviews and document analysis.
Quantitative data was analysed through thematic analysis and quantitative data on the other hand
was analysed by coding and arranging the data in tables.
The findings of the study indicated that most women groups were engaged in small scale Income
Generating Activities (IGAs) because of the perceived benefits. The study further revealed that
group method was the commonly used method as opposed to the individual method. However,
depending of the situation facilitators sometimes mixed different methods. Regarding factors that
influence the implementation of WEP, the study established the following: timing, poor funding,
government policy, location and feasibility of the project. These factors affect the programme
either positively or negatively. The study also established several factors that may influence the
management of Women Groups, with poor funding being the major one. Therefore, the study
recommended that the government should improve funding for the WEP, the Department of
Community Development should decentralize the WEP, The Department of Community
Development should consider conducting periodic needs assessment so as to enhance the
effectiveness of the programme and the Department of Community Development should re-look
at the procedures and systems that govern the WEP.
In conclusion, most Women Groups are involved in small scale IGAs but lack leadership skills.
This could be due to the fact that the programme is not well organized and that there is poor
training provided to both the participants and the facilitators of the programme. Therefore, it is
desirable that appropriate training be designed and provided to the Women Groups. Suffice to
mention that the implementation process of WEP is a complex activity and that it requires
sufficient resources in order to reduce poverty levels among women.
vi
TABLE OF CONTENTS
Page
Dedication--------------------------------------------------------------------------------------------i
Copyright declaration-------------------------------------------------------------------------------ii
Author’s declaration--------------------------------------------------------------------------------iii
Approval----------------------------------------------------------------------------------------------iv
Acknowledgements----------------------------------------------------------------------------------v
Abstract-----------------------------------------------------------------------------------------------vi
Contents----------------------------------------------------------------------------------------------vii
List of figures-----------------------------------------------------------------------------------------x
Acronyms----------------------------------------------------------------------------------------------xi
CHAPTER ONE: INTRODUCTION
1.1
Introduction--------------------------------------------------------------------------------------1
1.2
Background--------------------------------------------------------------------------------------1
1.3
Statement of the problem-----------------------------------------------------------------------2
1.4
Purpose of the study-----------------------------------------------------------------------------2
1.5
General objective--------------------------------------------------------------------------------2
1.6
Objectives of the study--------------------------------------------------------------------------3
1.7
General research question-----------------------------------------------------------------------3
1.8
Research questions-------------------------------------------------------------------------------3
1.9
Significance of the study------------------------------------------------------------------------3
1.10
Delimitation of the study------------------------------------------------------------------------4
1.11
Limitation of the study--------------------------------------------------------------------------4
1.12
Definition of terms-------------------------------------------------------------------------------4
1.13
Organization of the study-----------------------------------------------------------------------6
1.14
Summary of Chapter One-----------------------------------------------------------------------6
vii
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction-----------------------------------------------------------------------------------------------7
2.2 Theoretical Framework----------------------------------------------------------------------------------7
2.3 Background information of Monze District----- ----------------------------------------------------9
2.4 Poverty----------------------------------------------------------------------------------------------------9
2.5 Women’s empowerment-------------------------------------------------------------------------------10
2.6 Relationships between poverty and women’s empowerment-------------------------------------13
2.7 History of Women’s Groups--------------------------------------------------------------------------14
2.8 Implementation process of WEPs-------------------------------------------------------------------15
2.9 Methods of implementing WEPs--------------------------------------------------------------------18
2.10 Factors that influence the implementation of WEPs--------------------------------------------19
2.11 Challenges in implementing WEPs---------------------------------------------------------------21
2.12 Propositions that can address challenges encountered in the implementation of WEPs--22
2.15 Summary of the Chapter---------------------------------------------------------------------------24
CHAPTER THREE: METHODOLOGY
3.1 Introduction------------------------------------------------------------------------------------------26
3.2 Research design -------------------------------------------------------------------------------------26
3.3 Pilot Study--------------------------------------------------------------------------------------------27
3.4 Main Study-------------------------------------------------------------------------------------------27
3.5 Study Population-----------------------------------------------------------------------------------27
3.6 Sample and sampling Techniques----------------------------------------------------------------28
3.7 Data collection procedure-------------------------------------------------------------------------30
3.8 Ethical consideration-------------------------------------------------------------------------------31
3.9 Data analysis----------------------------------------------------------------------------------------32
3.10 Summary of Chapter Three---------------------------------------------------------------------32
viii
CHAPTER FOUR: PRESENTATION OF THE FINDINGS OF THE STUDY
4.1 Introduction-----------------------------------------------------------------------------------------33
4.2 Types of Activities undertaken by the Women Groups in Monze District-----------------33
4.3 Methods used in implementing the WEP in the District--------------------------------------41
4.4 Factors that influence the implementation of the WEP in Monze District-----------------44
4.5 Propositions to address challenges encountered in implementation of WEPs------------49
4.6 Propositions to address challenges encountered in implementation of WEPs-----------50
4.7 Summary of Chapter Four-----------------------------------------------------------------------50
CHAPTER FIVE: DISCUSSION OF THE FINDINGS
5.1 Introduction-----------------------------------------------------------------------------------------52
5.2 Activities undertaken by the Women Groups--------------------------------------------------52
5.3 Methods used in implementing the WEP-------------------------------------------------------54
5.4 Factors that influence the implementation of WEPs-------------------------------------------56
5.5 Challenges encountered in the implementation of WEP--------------------------------------56
5.6 Propositions to address the challenges encountered in the implementation of WEPs----58
5.7 Summary of Chapter Five-------------------------------------------------------------------------60
CHAPTER SIX: CONCLUSION AND RECOMMENDATIONS
6.1 Introduction------------------------------------------------------------------------------------------61
6.2 Conclusion-------------------------------------------------------------------------------------------61
6.3 Recommendations----------------------------------------------------------------------------------62
6.4 Summary of chapter--------------------------------------------------------------------------------65
References------------------------------------------------------------------------------------------------67
ix
APPENDICES
a. Work Plan----------------------------------------------------------------------------------------72
b. Budget--------------------------------------------------------------------------------------------73
c. Informed Consent Form------------------------------------------------------------------------74
d. Focus Group Discussion------------------------------------------------------------------------76
e. Interview Guide for members of Women’s Groups-----------------------------------------77
f. Semi Structured Questionnaire-----------------------------------------------------------------79
g. Interview Guides for Village Headmen-----------------------------------------82
h. Letter of Introduction from Directorate of Research and Graduate Studies (DRGS)--83
i. Letter of Introduction from Ministry of Community Development, Mother and Child
Health (MCDMCH)----------------------------------------------------------------------------84
x
LIST OF TABLES
PAGE
Table 1:
Activities of the Women’s Groups
33
Table 2:
Relevance of activities of Women’s Groups in empowering members
34
Table 3:
Who determines the activities for the Women’s Groups
35
Table 4a:
Meaning of Empowerment (members of the Women’s Groups)
36
Table 4b:
Meaning of empowerment (facilitators)
37
Table 5:
Availability of plans, activities and other materials
38
Table 6:
Reasons for diverting plans
38
Table 7:
Standardization of the activities
40
Table 8:
Methods used in the WEPs
41
Table 9:
Suitability of the methods used
42
Table 10:
Types of training
43
Table 11:
Documentation of information
44
Table 12:
Factors that influence the implementation of WEPs
45
Table 13:
Roles of Stakeholders
46
Table 14:
Selection criteria
47
Table 15:
Challenges encountered in implementation of WEP Monze District
48
Table 16:
Propositions to address challenges
49
xi
LIST OF ACRONOMY
ACDO……………………Assistant Community Development Officer
CBOs……………………..Community Based Organisations
CDA………………………Community Development Assistant
CSO………………………Central Statistics Office
DC………………………...District Commissioner
DCDO…………………….District Community Development Officer
FBOs………………………Faith Based Organizations
FGD……………………….Focus Group Discussion
GBV……………………….Gender Based Violence
GRZ……………………….Government Republic of Zambia
HPI………………………..Human Population Index
NGO………………………Non- Governmental Organization
MCDMCH………………..Ministry of Community Development, Mother & Child Health
MP………………………..Member of Parliament
PWAS………………….. .Public Welfare Assistance Scheme
IGA……………………….Income Generating Activities
SCDO……………………..Senior Community Development Officer
SPSS……………………..Statistical Package for Social Sciences
UN………………………..United Nations
UNESCO………………...United Nations Educational, Scientific and Cultural Organisation.
UNFPA…………………...United Nations Fund for Population Action
WEP………………………Women Empowerment Programme
xii
CHAPTER ONE
INTRODUCTION
1.1. Introduction
This chapter provides background information on women empowerment. It also presents the
statement of the problem, research objectives, research questions and operational definitions in
order to enhance understanding of the context of the study.
1.2. Background information
According to the United Nations (2002) in Noyoo (2008), Zambia’s Human Development Index
stood at 164 in 2004. It was further reported that the Human Poverty Index (HPI) value for
Zambia, was 50.4 per cent, which ranked as the country as 90th country among 95 developing
countries. Poor women suffer both poverty and also gender based exclusions, which make it even
more difficult than it is for men to rise out of poverty. While poverty affects both men and
women, women’s experience of poverty is different and usually more severe because of genderbased forms of exclusion (Heyzer, 1992).Although women are at the centre of human, social,
economic, cultural and political development (Saik, 1988 in Indabawa and Mpofu, 2006), they
are generally assigned a second class status in most traditional societies, especially in Africa.
Also, women suffer all forms of discriminatory disadvantages both on account of their sex and
class (Assimang, 1990; Imam, 1990; Opeke, 1991 and Indabawa, 1994 in Indabawa and Mpofu,
2006).
However, the 1990s witnessed increased recognition of the centrality of women’s empowerment.
The empowerment of women was enhanced by several declarations and platforms for action. For
example, World Conference on Education for All, the 1993 Human Rights Conference, the 1994
International Conference on Population and Development; and the Regional Preparatory
Conferences for the 1995 Fourth World Summit for Social Development and understanding of
women‘s pivotal role in the development process have all emphasized the need for
empowerment of women.
1
At local level, the Government of the Republic of Zambia (GRZ) has promulgated policies and
legislative frameworks which provide an enabling environment for the observance of women’s
rights. For instance, the 2000 National Gender Policy as well as a Strategic Plan for the National
Gender Policy (2004-2008).This commitment is embodied in a number of policies, plans and
legislation. With regard to service delivery, the Zambian Government has given the
responsibility for the provision of a number of services to government ministries and
departments. Additionally, the government recognizes the complementary role played by Non
Governmental Organisations (NGOs) in service provision.
1.3. Statement of the problem
Clearly, a common thread in the major international conferences of the 1990s is women
empowerment. As a result, the Zambian Government has put in place a number of measures
meant to mainstream women into the development process. Among such measures were the
establishment of the National Gender Policy in 2000 (Noyoo, 2008) and the Women
Empowerment Programme (WEP) under the Department of Community Development in the
Ministry of Community Development, Mother and Child Health (MCDMCH, 2012).
However, there still exists a wide gap between the goals enunciated in the Constitution,
legislation, policies, plans, programmes, and related mechanisms on the empowerment of women
on the one hand and the situational reality of the status of women in Zambia, on the other.
Moreover, majority women in Zambia are still wallowing in poverty. Although there has been
recent focus on empowering women in Zambia, much of it has been on the outcomes and not the
means. This study therefore was intended to analyse the implementation process of the Women
Empowerment Programmes (WEP) in Monze District
1.4. Purpose of the study
To analyze the implementation process of the Women Empowerment Programme (WEP) among
Women’s Groups in Monze District.
1.5. General objective
The general objective of the study is to analyze the implementation process of the Women
Empowerment Programme in Monze District.
2
1.6. Specific objectives
The following were the specific research objectives:
i.
identify the types of activities undertaken by the Women Groups in Monze District;
ii.
investigate the methods used in implementing the WEP in Monze District;
iii.
establish factors that influence the implementation of WEP in Monze District;
iv.
make propositions to address the constraints encountered in implementation of WEP in
the District?
1.7. General research question
How is the implementation process of the Women Empowerment Programme?
1.8. Research questions
i.
What type of activities are undertaken by the women groups in Monze District?
ii.
What methods are used in implementing the WEP in Monze District?
iii.
What factors influence the implementation of the WEP in Monze District?
v.
How can challenges encountered in implementation of WEP in Monze District be
addressed?
1.9. Significance of the study
Findings of the study will be useful in a number of ways. First, it is hoped that researchers would
benefit from the study in that analysing the implementation process would increase the quality of
evaluation findings because it provides insights into how programmes work and why they
succeed or fail, rather than just focusing on outcomes. Understanding whether or not a
programme was implemented correctly allows researchers to more accurately interpret the
relationship between the programme and outcomes.
Additionally, it is envisaged that findings from this study will be used to inform policy
formulation and to directly benefit the providers of WEP such the Ministry of Community
Development, Mother and Child Health, Ministry of Gender and Child Development and other
stakeholders.
3
1.8. Delimitations of the study
This study was restricted to the women empowerment activities in Monze District, particularly
those of the Department of Community Development under the Ministry of Community
Development, Mother and Child Health. Other respondents included administrators and
facilitators.
1.9. Limitations of the study
No proposed research project is without limitations. As Patson (1990: 162) notes, “there are no
perfect research designs. There are always trade-offs”. The major limitation of this study is that
the data collected will not necessarily be generalized to the wider population. It is possible that
the issues that are identified are not reflective of a broader range of all women empowerment
programmes. This leads to data being collected over longitudinal case studies not always being
relevant or particularly useful so much so that making recommendations for changes in
empowerment programmes may be difficult. However, due to the fact that this study targets one
hundred and fifty (150) respondents in Monze District only, it makes it representative of the
population of women groups in this area.
1.10. Operational definition of terms
Conscietization:
process of awakening people so that they re-discover their potential.
Dialogue:
a process of engaging in meaningful discussion so as to find a solution to a
particular problem.
Empowerment:
In this study, the term empowerment shall mean the ability people have to
take full control of their lives in terms of being well-informed and equipped with relevant
knowledge and skills that will enable them to make correct choices and live effectively and
efficiently within their environment. According to this study, an empowered woman is one who
is able to exhibit one or more of the following attributes:
4
i.
ability to read and write;
ii.
ability to participate in developmental or community activities such as meetings,
church activities and politics;
iii.
ability to make rational decisions;
iv.
ability to make judgments;
v.
ability to take care of the family;
vi.
capacity to own assets such as livestock, and
vii.
living a decent life i.e. own or rent a decent home; decent clothing and having
sufficient food to eat, children going to school.
Implementation:
putting into practice the planned activities including the assessment
exercises aimed at fulfilling the goals of the programme and meeting
participants’ desired expectations.
Method:
the processes and means by which women understand programme content
in order to attain the desired outcome.
Process:
on-going practice of action and reflection in people’s interaction with the
environment; it involves the identification of problem, planning,
implementation, monitoring and evaluation. It is sometimes referred to as
‘praxis.’
Programme:
a time bound plan that details the learning situation, what learners are
expected to know, how they are to learn it, the participants and facilitators’
roles; as well as the place, facilities and resources required.
Women Empowerment Programme:
well planned activities whose main objective is to
integrate women into the development process, thereby uplifting their
standard of living in all areas of human endevours.
Women’s Group:
collection of women brought together by mutual interest, who work
together to solve common problems and share the same goal. In this case,
the term group will be used interchangeably with the term club.
5
1.11. Organisation of the study
The first chapter is the introduction to this study. It also includes the statement of the problem,
significance of the study, objectives of the study, limitations and operational definitions. Chapter
two reviews literature that is relevant to this study. In this chapter, current research surrounding
these two topics (women empowerment and implementation process of programmes) was
reviewed. Additionally, research reports from studies that investigated women’s empowerment
were reviewed. Methodological issues were clarified in the third chapter. This same chapter
describes the research design, population and sample and data collection procedures.
The fourth chapter presents the research findings obtained from the respondents. These findings
are presented using frequency tables. Chapter five discusses the research recommendations and
the discussion as guided by the objectives of the study.
Lastly, chapter six provides the conclusion and recommendations of the findings based on the
research findings.
1.12. Summary of the chapter
This chapter focused on background information regarding the implementation of the Women
Empowerment Programmes (WEP).This is a programme designed to address poverty among
women. The mandate to provide women empowerment programmes is the responsibility of the
Ministry of Community Development, Mother and Child Health (MCDMCH). Other issues
discussed include the statement of the problem, research objectives, research questions and
significance of the study.
The chapter made it clear that there still exists a wide gap between the goals enunciated in the
constitution, various legislations, policies, plans, programmes, and related mechanisms on
empowerment of women on one hand and the situational reality of the status of women in
Zambia, on the other. The chapter which follows reviews literature that is relevant to the study.
6
CHAPTER TWO
LITERATURE REVIEW
2.1. Introduction
In this chapter, current research surrounding these two topics women empowerment and
implementation process of programmes are reviewed. They are presented here in eight (8) parts.
The first part focuses on the theoretical framework, whereas the second part discusses the
background information of the study area which is Monze District in the Southern Province of
Zambia. The third part is a discussion on poverty. This is more so because the WEP is a strategy
prompted by poverty reduction. The fourth part provide a detailed discussion on empowerment
where operational definitions are given. The fifth part discusses the nexus between
empowerment and poverty. History of women groups makes up the sixth part. The seventh part
shall focus on the implementation process of WEPs which includes types and management of
WEPs and methods of implementing WEPs. The eighth and final part highlights the challenges
encountered during the implementation of WEPs.
2.2. Theoretical framework
The theoretical framework in this study has adopted Freire's educational precept which is
premised on the notions of conscientization and dialogue. This method has been adopted because
it involves teaching adults in relation to the awakening of their consciousness about their social
reality. Discussing Freire's texts, Taylor (1993) explains that," Conscientization is a process of
developing consciousness, but consciousness that is understood to have the power to transform
reality". And Sanders (1968), writing on Freire’s literacy method, defines conscientization as:
an 'awakening of consciousness', a change of mentality involving an accurate, realistic
awareness of one's locus in nature and society; the capacity to analyze critically its
causes and consequences, comparing it with other situations and possibilities; and action
of a logical sort aimed at transformation.
Conscientization, therefore, results into people organizing themselves to take action so as to
change their social, political and economic realities. The concept of conscientization has
attracted those who believe in humanistic implications for the participation of the masses and in
7
the necessity of a rapid restructuring of society. It rests on value assumptions of equality of all
people, their right to knowledge and culture, and their right to criticize their situation and act
upon it. It also implies having faith in the capacity of all people, including the illiterate, to
engage in critical dialogue. Freire (1970; 1974) proposed that such conscientization could be
achieved through an active dialogical and critical pedagogy.
Dialogue – or “problem-posing”, is a paradigm shift from “banking”. Dialogue is the means of
achieving conscientization. Dialogue is not the only way for people to gain knowledge of their
social reality. Thus, people must take action on their environment together in order to openly
consider their reality and transform it, to provide further action and to critically reflect. Hence,
the educator's role is to enter into dialogue with the people about concrete situations and give
him or her means with which he or she can teach himself or herself to address their needs. In
other words, individuals must not accept that social reality cannot be questioned and changed
(Taylor, 1993). This kind of teaching is not imposed from the top but takes place in a shared
investigation or in a problem-raising situation between educator and educatee. Freire (1970)
believed that once a person perceived and understood a challenge and recognized the
possibilities of a response, that person will act and the nature of his or her action will correspond
to the nature of his or her understanding. Hence, critical understanding of situations leads to
critical action (Freire 1970; 1972; and 1974).
The emphasis is on the critical analysis and the creativity of the learner in order to discourage
passive behaviour of the learners. As Gadotti (1994) has put it, Freire's literacy method is
founded on the dialogical and dialectical relationship between the educator and the educatee who
in this relationship should learn together. Freire's conscientization theory could be applied in
order to raise the critical awareness of the rural people and workers so that they can understand
why they are poor and how they can act in order to change the situation for themselves. Thus, the
Freirean framework seems to have the capacity to attract the participation of many members in
women’s groups since the content of empowerment learning will be related to their present social
realities and therefore meaningful. To this extent, it can be argued that the empowerment
approach is founded on the notions of conscientization and dialogue.
8
Hence, it is important to stress that the success of any rural development programme intended to
change the lives of rural communities is very much dependent on the facilitators' awareness of
concrete realities of the participants and recognition that rural people are capable of
problematizing these realities and participating in the transformation of their world. So,
facilitators in the WEPs should be aware of the world view of the rural masses if they are to
contribute to their development.
2.3. Background information of Monze District
Monze District, where the study was carried out, is located on the mid-plateau in the
Southern Province of Zambia. Arakai (1997) submits that the plateau lays in between two
South Central Africa’s great rivers i.e. the Zambezi and Kafue. He further reviewed that the
plateau is predominately occupied by the Bantu speaking people, speaking a variation of the
Tonga language (Chitonga).
The district’s major economic activity is agriculture and animal husbandry. The total
population of Monze District is 195,921(CSO, 2010). The report further states that in
Monze District, the total number of females is 97, 914 compared to 93, 958 that of males.
2.4. Poverty
The global rate of poverty has continued to remain very high. According to the World Bank
(2001) in Mpofu and Indabawa (2006), there were more than 1.2 billion persons who were living
below US$1 per day or below the poverty line in 1998. Although there are no accurate statistics
to rely on, poverty is more prevalent among the rural population and among women (Dfid,
2000). The Zambia Poverty Assessment Report (World Bank, 1994) shows that rural poverty is
more prevalent, deeper and more severe than urban poverty (Chinguta, Chisanga and Masiye,
1998). Chilowa and Gaynor (1992) argue that because of their tripple reproductive, productive
and community management roles in society, the effects of poverty hit women particularly hard.
This is in spite of the application of numerous strategies and several efforts by the United
Nations, international donor agencies and individual countries, aimed at reducing, minimizing or
eradicating poverty. The same is true for Zambia where various strategies aimed at addressing
the needs of the poor women especially in rural areas are devised. Among the interventions are
9
the Public Welfare Scheme (PWAS) under the Department of Social Welfare and the WEP under
the Department of Community Development. According to Noyoo (2008), the national policy on
Community Development focuses on poverty eradication through the empowerment of
communities for sustainable human development. However, the capacity of these departments
charged with the responsibility of dealing with the poor is almost non-existent (Chinguta,
Chisanga and Masiye, 1998).
Regardless of the obvious indicator, the goal for women empowerment is to help the women
groups escape poverty by improving their socio-economic status. Thus, as far as this study is
concerned, poverty is not only defined in economic terms but rather in social terms as well.
2.5. Women’s empowerment
There are different interpretations of the concept of empowerment. Sometimes, it is used
interchangeably with terms such as participation, user involvement, self help and capacity
building. Generally, it denotes both a process and a goal. According to the United Nations
Population Information Network (2011), women empowerment has five components: women’s
sense of self worth; their right to have and to determine choices; their right to have access to
opportunities and resources; their right to have power to control their own lives, both within and
outside the home; their ability to influence the direction of social change to create a more just
social and economic order, nationally and internationally. For Freire (1972), empowerment is not
just a matter of extending knowledge, skills and resources to the oppressed rather it is education
through which dialogue is employed. Thus the role of the facilitator is not the extension or
banking of the knowledge but to awaken critical awareness and enable people to realize the
potential that is within them. Though it lacks a single standard definition, the consensus among
scholars is that empowerment operates at the individual, group and community levels (Varekemp
et al 2001)
2.5.1. Empowerment in the context of this study
Empowerment is a subjective phenomenon that is more closely related to internal feeling than
external behaviors. It is for these reasons that Rappaport (1984) asserts that empowerment ought
to be defined and described by the ones involved. Suffice to mention that this study was more
interested in how the participants interpret empowerment according to their own experiences. In
10
the context of this study, empowerment is conceptualized as a multidimensional construct that is
ever-changing, influenced by factors such as culture and experiences. Since this study concerns
itself with issues within the Department of Community, therefore focus shall be on the WEP
implementation framework for both a theoretical and practical guide for the conceptualization of
the concept of empowerment.
2.5.2. Literature on women’s empowerment
First and foremost, it is important to state that there is limited research literature that discusses
the implementation process and/or issues associated with women’s empowerment in specific
reference to them being Women’s Groups. Of the published studies, the majority focus on
microfinance programmes that define and measure empowerment solely in economic terms
(Mayoux, 1998). Yet, the focus of this study is to address empowerment from a multidimensional approach. Within the microfinance paradigm, the prevailing assumption is that
women who successfully increase their income are necessarily empowered. However, this is
problematic, because it addresses only one side of the economic component of empowerment
and fails to acknowledge the multidimensionality of this construct. Tuuli and Rowlinson (2007:
4) assert that “[attaching] only one understanding to the empowerment construct will ultimately
hinder research and practice”.
Another point worth noting regarding WEPs is the fact that there is a mismatch between theory
and practice. As one commentator noted: ‘many Africans are still unhappy about the gap that
exists between what is implemented in formal schools and the life and needs of individuals and
society at large’ (Busla, 1968). The same is true regarding WEP where programmes
implemented do not necessarily adhere to the original plans. Usually what is reflected on paper
in terms of plans, policies and other documents does not correlate with the actual programmes on
the ground. Such a trend is very misleading as it distorts the outcomes of programmes and as
such evaluating results may not be valid.
The few studies that have extended beyond the scope of financial conceptualizations of
empowerment (De Mel, Surest & Woodruff, 2009) have had contradictory findings. It has been
found that microfinance programs are beneficial to women, with positive correlations between
participation and empowerment (Holvoet, 2005). According to Kim et al (2007), it has also been
11
found that there is a negative impact of WEP on women, and that they may even be
disempowering.
Findings from the studies that show evidence of empowerment potential have reported that
women experienced increased bargaining power in the community and in their families
(Mayoux, 1998), increased decision-making within the household (Simanowitz & Walter, 2002),
higher levels of self-confidence and the ability to influence community-based politics (Sen,
1999). Higher levels of self-confidence and other aspects of empowerment are related to the
design and implementation of most WEPs more than to an increase of income levels. The group
structure of women’s groups encourages them to be more actively involved in the community as
well as participate in local community processes. In addition, the Women’s groups often lead to
the formation of women’s social networks in the community. Some women’s groups have taken
advantage of these networks to challenge the existing social and cultural norms that discriminate
against them. There are several instances where WEPs participants have united to successfully
challenge male violence against women in the community (Sen, 1999).
In contrast to the previously discussed findings, studies that have found a negative relationship
between participation in women’s groups and empowerment show increased burdens for
members as well as increases in domestic violence. For instance, one study by Arakai (1997) in
Monze District of Zambia confirms that belonging to a women’s group requires time and
commitment to attend weekly meetings, in addition to participating in other activities of the
group. The increased workload has been reported to increase exhaustion and health issues for
some women, and is sometimes considered to be burdensome (Daley-Harris, 2000). Women
have reported feeling less empowered because their work commitments take time away from
their children, making them feel less confident in their role as a mother. However, the increased
time demands are not always perceived as burdensome. The women in Kabeer’s (2007) study
reported work overload. However, since they were happy with the results, they did not consider
work to be a burden.
This literature review highlights those changes in income level, as well as the design and
implementation of WEP may impact on empowerment. Therefore, research that analyses the
12
implementation process of WEPs and empowerment would go a mile stone further but rather
extend beyond the economic aspects (financial sustainability paradigm) and explore multiple
dimensions of empowerment such as social, political and cultural. This is in agreement with
Tuuli & Rowlinson (2010), who observe that it has been discovered that a narrow scope of
empowerment may lead to misleading conclusions and it is most appropriate to incorporate
multiple aspects of empowerment in research. Therefore, in this study, empowerment is viewed
broadly in an attempt to analyze the WEP.
The current literature suggests that participating in a WEP activity can contribute to women’s
empowerment (Mayoux, 1998). However, there is also evidence demonstrating that women
participation in WEPs can have negative effects on development. The contradictory findings, of
participant-defined notions of empowerment, justify the need for more studies that should be
devoted to this topic. To capture the multi-dimensionality of empowerment, studies that
investigate more on participation, experiences and empowerment of women should be guided by
a theoretical framework that acknowledges that multiplicity.
2.6. Relationship between poverty and women’s empowerment.
From the literature provided, it is clear that there is a strong relationship between poverty and
women empowerment. This has been confirmed by various studies conducted by researchers
such as Arakai (1997), Moyoux (1998 & 2000), Kabeer (2007), and Herma and Joke (2009).
Important to note is the fact that WEPs are as a result of the escalating poverty levels among
communities, the rural women being the most hit. The current literature such as that by Herma
and Joke (2009) suggests that participating in an empowerment program can contribute to
women’s empowerment which, in turn, would lead to the reduction in the levels of poverty.
However, there is also evidence demonstrating that WEPs can have negative effects on
empowerment of the poor. Such contradictory findings justify the need for more studies that are
devoted to this topic. To this effect, other than just focusing on microfinance and evaluation
studies in WEP, it is also necessary to consider engaging in multidimensional and
implementation studies so that appropriate mechanisms, interventions, plans or policies will be
employed and adhered to, with a view to helping the poor women meet their needs. This aspect
would subsequently lead to their empowerment. Therefore, the way in which poverty is defined
13
can have an important impact on how programmes are targeted and ultimately on who benefits
(Bamberger et.al., 1996).
2.7. History of women’s groups
Women’s projects have a colonial history in Zambia and began with Women’s Club approach to
development. The clubs date back to the efforts primarily of European women, especially
missionaries, who mobilized both rural and urban women into the so called ‘clubs. ’History
indicates that, in Zambia, the first image and identification of women were as mothers and
housewives (Arakai, 1997). Arakai further observed that these clubs focused primarily on their
role as mothers and wives and paid very little attention to agriculture production and income
generation on one hand. On the other hand, men’s skills and labour were utilized on the mines
and settler commercial farms while the productive skills of women were neither recognized nor
developed. Instead, women were being organized into clubs and taught skills such as sewing,
knitting, cooking and child care.
Since then, the then Ministry of Labour and Social Welfare (now Ministry of Community
Development, Mother and child Health) was charged with the responsibility of organizing
women’s groups. The reason seems to be that, as Moser (1989: 1807) points out in Arakai (1997,
130):“Women are regarded as vulnerable groups, like as the sick and disabled and their interests
remained the responsibility of the marginalized social welfare-related ministries”.
In the 1980s, there was a shift in the approach of women’s clubs from welfare to Income
Generation Activities (IGAs). This was necessitated by the fact that Zambia began facing serious
economic crisis and debt problems (Noyoo, 2007). In this regard, women’s clubs seemed to have
begun to address the need for providing women with IGAs. The available literature indicates that
according to the list of activities of women’s clubs and cooperatives in several provinces, they
were involved in such activities as poultry, maize and vegetable production and crafts making
which aimed at obtaining cash income (Arakai, 1997). Additionally, from the1980s onward, not
only the Ministry of Community Development and Social Welfare, but many other development
agencies such as Non Governmental Organisations (NGOs), Faith Based Organisations (FBOs)
14
and Community Based Organisations (CBOs) consider women’s groups to be a viable channel
for women’s development projects.
According to Arakai (1997), women’s club activities are extension oriented. That is to mean
extension of something such as skills, knowledge, information and ideas from one person to
another (Chakanika and Mtonga, 1985). From this view-point of extension, one main objective
of promoting any project through women’s groups is to transfer power or resources to those who
do not have. Given an economic and materialist framework, the term empowering seems to fit
properly; it entails that the have-nots, the powerless or disadvantaged acquiring or being given
more power, resources and knowledge than before. In this regard, women’s groups function as
bridges to receive packages of empowerment and to enable outsiders to gain access to those
invisible or hidden within poverty. However, this is in contrast with Freire’s (1972)
conscientization theory which results into critical awareness.
2.8. Implementation process of WEPs
At the core of implementation is the concept of programme’ integrity’, defined as the degree to
which a programme is implemented as originally planned. Programme integrity consists of five
dimensions: adherence, dosage, quality of delivery, participant responsiveness and programme
differentiation (Dane and Schneider, 1998).
Research has also shown that implementation varies widely across sites and among some Change
Agents, meaning that a programme implemented in multiple sites may yield varying degrees of
success due to different degrees of programme integrity (Durlak, 1998). The implementation
system simply represents the internal workings of a programme, what the key components are
and how they relate to each other (Potter et al., 2002). The implementation system and
intervention interact to produce programme outcomes (Chen, 1998).
Implementation involves two major aspects, i.e. developing the implementation plan and putting
the plan into action. Thus, implementation should focus on ways and means through which
individuals and communities can respond to their own present conditions of living. Viewed
broadly then, implementation is seen as each and every step taken to attain a desirable goal/s.
Thus the following are the stages that programmes/projects follow when implementing a WEP.
Problem identification: Ideas for potential projects are identified and alternatives explored;
15
Proposal writing: a detailed description of the project is carefully selected;
Appraisal: the proposed project is assessed and necessary adjustments are made;
Approval: formal decisions are made about the project, how it will be rolled out and funds are
released;
Implementation and Monitoring: the project is carried out on the ground and periodic checks
are made to ensure smooth running and adherence of the project;
Evaluation: the results of the projects are assessed and new project ideas may be generated.
2.8.1. Types and management of WEPs
There is no doubt that there are several forms of WEP although the commonly practiced forms
among others include skills building, health education, agriculture extension and community
development (UNESSCO, 2005). Any group, regardless of its political or religious position, is
legible to access the assistance from the Ministry as long as they meet the stipulated conditions.
MCDMCH Women Empowerment guidelines (2012) itemizes the types of assistance as being:
i.
financial assistance to support Income Generating Projects that are feasible and
manageable;
ii.
small Scale businesses such as domestic poultry farming, bakery, knitting and weaving;
and
iii.
direct material support or equipment such as hammer mills, ploughs, yenga presses, small
scale food processing machines, ox carts and knitting machines.
WEP mainly targets the poor and vulnerable women living in peri- urban and rural areas,
however, men are also allowed to join women groups but merely as members. Therefore, women
empowerment was designed to engage Women’s Groups or Associations in activities that could
help them to meet their basic needs. The size of the group ranges between 10 to 25 members.
According to MCDMCH (2012), the group is superintended by an executive committee whose
composition is Chairperson, Vice Chairperson, Secretary, Vice Secretary, Treasurer, Vice
Treasurer and 4-6 committee members. The report further states that the group is officially
recognized upon acquisition of a certificate of registration from the Registrar of societies, local
council or any other recognized and legitimate institution. The sub centre, district and provincial
16
staff have a responsibility of facilitating and coordinating all women group activities under their
jurisdiction.
Programmes come in different forms with different purposes. Gboku and Lekoko (2007: 165)
stated that:
‘’among different types of programmes are self help, vocational, compensatory, corelational, adult basic education, literacy, intergenerational, self-enriching and leisure.
These programmes have varied forms of content; they may even employ different
approaches to content learning as well as different kinds of resources. Although
markedly different from one another, the programmes are united in their intention to
present adult learners with specific programme objectives (purpose), teaching and
learning methods (order) and teaching and learning outcomes
(utility)’’.
Purpose
All programmes have a purpose. For Adult Education programmes, the purpose is to transmit the
desired knowledge, skills, ideas, attitudes and patterns of behavoiurs (Mgadla, 2003). Thus,
effective implementation should constantly remind and make learners aware of the problems and
challenges of the communities they belong to and how their learning can be put to good use in
their communities.
Order
All adult education programmes have order, which entails that the implementation process
follows some established orientations, philosophies and principles. One principle to be applied in
dealing with women groups is the aspect of self-directedness. Therefore, facilitators should avoid
highly structured teaching-learning environments when dealing with such groups Thus, the
facilitator has a significant role to play in facilitating the learning process and to play it
effectively, he/she should take into consideration the fact that the adult learner is a self-directing
person. In order to motivate him/her to learn, it should be put across to him in a way that is
meaningful and relevant to him/her (Knowles, 1990). Freire (1972) argues that everyone is a
creative subject with their own knowledge and experience and it is a complete misconception to
regard anyone as an ignorant object.
17
Utility
Utility implies an ability to apply knowledge, skills and attitudes gained in the classroom setting
in a real life situation (Ocitti, 1973).Therefore, people in adult education programmes make an
effort to run programmes that are useful. In short, for a greater part, learning in adult education
has this utilitarian focus. According to Gboku and Lekoko (2007), the performance indicators of
this type of learning are: the ability to make rational decisions, the ability to make judgments, the
ability to act appropriately when confronted with life tasks. What can be deduced from this
scenario is that such a process entails empowerment.
2.9. Methods used in implementing WEPs
Educational literature is rich when it comes to teaching-learning methods, which are sometimes
referred to as learning experiences. Whether people are experienced facilitators or not, they is
probably agreement that using the right method is important because teaching forms a significant
part of our daily life work and quality of learning is largely dependent on the effectiveness of the
approach used. Teaching and training is becoming increasingly complex due to many factors.
For example, the type and level of learning, the time available and facilities are some of the
factors that have to be considered (Gboku and Lekoko, 2007). It must be mentioned here that no
single method is suitable at all times for every situation. Some scholars such as Sichuala (2010),
Gboku and Lekoko (2007) and Freire (1972) have argued that practitioners need to embrace
different methods or interventions in order to achieve empowerment. Inappropriate methods are
believed to have been used in the implementation of most community adult education
programmes. Chuma (2003) in Sichula (2010) asserts that most community adult education
programmes especially in Africa have been implemented inappropriately. Furthermore, often
top-down models have been used to implement several community education programmes as
opposed to an eclectic approach, referring to a combination of top-down and bottom-up.
According to Gboku and Lekoko (2007: 174), using different types of methods in a single
session helps in a number of ways: i) it carters for various learning styles; ii) it breaks the
monotony of using a single method; iii) it offers alternatives and altering roles for both the
facilitators and learners iv).it exposes learners to different learning environments; v). content is
learned in interesting and different ways.
18
There is a variety of teaching methods of instruction commonly used in adult education
programmes such as the lecture/presentation, symposium, group discussion, case study and
problem posing, brainstorming, demonstration and tour/filed trip. Therefore facilitators need to
choose carefully the ones that meet their learners’ needs and programme goals.
2.10. Factors that influence the implementation of WEP
There are various factors that may influence the implementation process of WEP. Different
authors such as Bamberger et al (1996),Gboku and Lekoko (2007) see the major influences in
similar ways though the emphasis given to each factor may vary. For instance various factors
such as the leaner, the teacher, the government policy and resources can be attributed to
influence the implementation of WEPs.
2.10.1. The learner
The leaner’s level of education and past experience has to a greater extent an influence of the
implementation of WEPs. Related to this issue is also the number of learners. Quinn in Moonzwe
(1982) observes that the number of learners may deter the use of certain techniques For instance,
if the group is large, interactive techniques may not be very useful and effective. Therefore,
arranging the learners into smaller groups, in order to engage them fully in the learning process
would be desirable. Freire (1970) advocates for such kind of learning that is participatory and
allows participants to be actively involved in transforming their world. The Community
Development profession being a social phenomenon demands that a Community Development
worker should be skilled in interpersonal relationships. It can be deduced that the participatory
methods can contribute to the enhancing of inter- personal skills.
2.10.2. The Community Development Facilitator
The Facilitator also has an influence on the WEP in a number of ways. The facilitator’s level and
type of education as well as experience have a bearing on the implementation of the WEPs. In
Zambia, some facilitators are not trained in the jobs they do and the Department of Community
Development is not an exception. It is easy to conclude that such problems can affect the
implementation process of the WEPs and its outcomes. For example, facilitators without the
appropriate qualifications may not have the time to think about how to go about the
19
implementation process. Therefore, it would appear that what might be helpful would be to train
Community Development Facilitators in such a way that they become self directed learners, just
as expounded by Knowles (1987).Morat (1981) sees in-service education as a means of widening
and deepening teachers’ knowledge, understanding and expertise.
2.10.3. Resources
Quality education requires the availability and use of text books and other educational materials
(Kelly, 1990).Without these aids to the learning process, effective teaching and learning cannot
take place. Suitable materials enable learners to acquire and apply knowledge, to learn at their
own pace and assess their own progress. In Zambia, although considerable improvements have
been made in recent years in the provision of educational materials, these still remain critically
short in many learning situations and the women groups are not an exception. This is to mean
that such a situation adversely affects the implementation process of the WEPs. Other than that,
funds for monitoring remain in short supply.
2.10.4. Government policy
The term ‘government policy’ can be used to describe any course of action which intends to
change a certain situation. Policies are a starting point for government to take a course of action
that makes a real life change. Government uses policy to tackle a wide range of issues. In fact, it
can make policies that could change how much tax you pay, parking fines, immigration laws and
pensions. Law can also be changed by government, so when they create a policy it can be made
to affect specific groups of people or everyone in our society.
Government departments (such as Education, Community Development or Finance), agencies
(like Land and Property Services or the Housing Executive) and councils all make policies that
affect our lives. These policies can be influenced in many ways:
a) political parties or individual politicians
b) lobbying decision makers in government
c) voluntary organisations
d) community groups
e) public opinion
20
f) public consultations
g) the media
Arising from the foresaid, the WEP can also be affected by policies which come from the
Zambian government.
2.11. Challenges in implementing WEPs
The implementation of WEP in Zambia and other parts of Africa has been faced with several
challenges. For instance, the challenge of funding poses serious constraints to on the WEP. Lack
of both teaching and learning materials, management and monitoring arise. Most women groups
throughout the country are less funded i.e. funding for programme planning, delivery, monitoring
and evaluation. Mpofu and Amin, (2004) in Indabawa and Mpofu, (2006) records that annual
allocations for adult education and training programmes range from 1-10% of the annual
budgets.
Methods and techniques for instructional delivery are yet another challenge regarding WEPs.
Utilizing oppressive instructional techniques that are inconsistent with empowerment may
compromise the process of empowerment. Therefore, facilitators need to adopt instructional
techniques that seek to transform the learners form dependant to independent personalities.
Fasokun et. al provides more details on the importance of using instructional techniques that are
congruent with the self concept of the adult learner. Brunner (1960) suggests that if success is to
attain learner–centered methodologies, much emphasis must be placed on group work, field work
projects and research.
Timing of learning can play a very big role in a person’s decision to participate or not in any
adult education programme. Important to note is the fact that certain times of the year may not be
convenient for many in some communities due to the need to work in the fields or undertake
some other important seasonal task ( Mpofu and Indabawa, 2006).They further argue that
suitable times must be found for programme delivery, otherwise learners will fail to take full
advantage of the programme on offer. Therefore, it would be helpful to consult learners or their
representatives in deciding on suitable times and timetables.
21
Development of materials needed for pedagogical processes is yet another issue. It is observed
that it is difficult to develop and produce relevant materials for non formal education, let alone
WEPs. Therefore, current efforts to develop appropriate learners’ and facilitators’ materials for
adult education should be sustained and inclusive with materials that have a strong
empowerment angle.
Another common problem is lack of effective monitoring because there are no mechanisms for
providing rapid feedback on programme performance, especially feedback on the impact of the
programmes on the intended beneficiaries (Bamberger et al., 1996).They further contend that
without collecting data on how the living conditions of targeted groups are changing over time, it
is very difficult to assess the impact of poverty alleviation programmes and projects.
2.12. Propositions that can address challenges encountered in the implementation of WEPs
Arising from the aforesaid, it is evident that there is need to devise strategies that can address
problems related to WEP. The poor are no less Zambians than politicians in power (The
President, Vice president, the Ministers, The Permanent Secretaries and all those senior
government officials…(Chinguta et.al 1998).Therefore problems of the poor can not merely be
swept under the carpet but rather their condition and problems require urgent and practical steps.
In effect, this would require doing the following:
2.12.1. Improve funding Levels
Bamberger (1996) posits that poverty alleviation in Africa must be based on that continent’s
unique economic, political, cultural and geographical characteristics. With regard to propositions
that can address challenges encountered in the implementation of WEPs, one of the measures
would be to improve funding levels. According to the MCMCDH annual reports (2012, 2013),
the Department should seriously consider improving the funding levels for the WEP. Indabawa
and Mpofu (2006) contend that funding for programme planning, delivery, monitoring and
evaluation is generally inadequate. Therefore, there is a need for the provision of adequate
funding. This would go a long way in improving service delivery.
2.12.2. Decentralization
22
Another remedy that can help in addressing the problems associated with the implementation of
WEPs is decentralization. Bamberger et. al (1996) confirm that decentralization is an appropriate
vehicle that can be used in improving most poverty reduction programmes in most Third World
countries.
2.12.3. Flexibility
As adult educators, we tend to fall in love with our own methods. Perhaps because one group
seems to favour a particular method does not give the facilitator the right to expect subsequent
groups to do likewise. Facilitators should be willing to change with the time. Through refresher
courses, facilitators should learn varieties of methods, techniques and approaches and apply them
as appropriate.
2.12.4. Policy
Clear cut policy is desirable for the management of WEP effectively and efficiently.
2.12.5. Needs assessment
A need may be defined as a measurable discrepancy between where we are now and where we
should be in terms of results and outcomes. Baker (1984) defined a need as a state that exists
when there is a gap between the present situation (what is) and the required situation (what
should be). If an individual adult learner, for example has a certain level of knowledge in order
to improve performance, then a knowledge gap or need exists. All things being equal, the
individual adult learner will, in this case, strive to close the gap by gaining additional knowledge.
Therefore, needs assessment is an important step in the development process of adult education
programmes and the WEP is not an exception. The programme developer must realize that his or
her credibility and that of the WEP, depends on meting the real needs of the participants. Gboku
and Lekoko (2007) observed that an important consideration for the programme developer of
adult education programmes is the fact that the needs vary in type and also in the way they are
perceived by people. The onus is on the adult educator to be able to analyze the needs and be
able to come up with the real needs in collaboration with the participants. By so doing, optimum
participation by the members of the women groups is guaranteed.
23
2.12.4. Monitoring and Evaluation
Gboku and Lekoko (2007), argued that in building a house, for example, the construction process
continues stage by stage, with every brick playing its part in the completion of the end product
(house).They further state that during building, the construction team will monitor and evaluate
how the work is proceeding at every stage and take action to correct any errors or lapses that are
identified. Similarly, in carrying out WEPs, every step taken counts towards satisfying the
purposes for which such a programme is managed. Monitoring and evaluation is a way of
checking if things are going as planned. So monitoring and evaluation is all about asking
questions such as: ‘Are actions generating the desired outcomes?; ‘Have actions generated the
desired outcomes?’; and ‘Is what is being done relevant, meaningful and appropriate in the WEP
context?’In short, monitoring and evaluation is done to ascertain the effectiveness, impact,
achievements, or benefits of WEPs. Programme evaluation may be conducted as a means of
assessing whether the goals and expectations of participants (individual learners, group of
learners, individual facilitators or group of facilitators) have been achieved (Field, 2003:2 in
Gboku and Lekoko 2007: 182).
2.12.5. Training
Training plays a very important role in project management as it allows individuals to update
their knowledge and skills. This is more so because the world is dynamic hence the need to
acquire relevant skills and knowledge.
2.12.6. Integrated approach
Integrating of programmes enhances participation with minimum resources. This entails focusing
on departmental programmes holistically. Through this approach, impact is enhanced and
guaranteed.
However, important to note is the fact that it takes a realistic government to implement all these
proposed solutions. This is more so because effecting most of these strategies requires expertise,
time, commitment and resources.
24
2.13. Summary of the Chapter
This chapter has raised several important aspects regarding the Freirean Theoretical framework
upon which this study was anchored. The concept of empowerment has also been explored
adequately.
Empowerment programmes in adult education are checked by a multitude of negative factors
namely poor funding, inappropriate instructional methods and techniques, lack of training
materials, poor timing and lack of effective monitoring mechanisms. Therefore, an appreciation
of possible challenges will enable adult educators to appreciate the many rivers that need to be
crossed in the course of empowerment.
Although there has been recent focus on empowering women in Zambia, much of it has been on
the outcomes and not the means. This study therefore was intended to analyse the
implementation process of the Women Empowerment Programmes (WEP) in Monze District.
Therefore, this study could not have been undertaken at a better time than this as it is anticipated
that findings would go a long way in improving the implementation process and consequently
the evaluation of the WEPs. The chapter which follows discusses the methodology that was
employed in data collection.
25
CHAPTER THREE
METHODOLOGY
3.1.
Introduction
This study was premised on the fact that there is a gap that so often exists between theory and
practice; policies and programs; plans and actual implementation. The study is also grass-root
oriented research with a view to promoting social change. As argued by Tierney (1994 in
Waghid, 2000:27-28):
“research is meant to be transformative; we do not merely analyze or study an object to
gain greater understanding, but instead struggle to investigate how individuals and
groups might be better able to change their situations.”
Thus, this chapter is aimed at providing the methodology that was employed in the study.
Consequently, the following items will be discussed: target population, research instruments,
research instruments, sample size and sampling procedures, data analysis and ethical
considerations.
3.2.
Research Design
Social research needs a design or a structure before data collection or analysis can commence.
Research design refers to the structure of an enquiry: it is a logical matter rather than a logistical
one (Yin, 1989). The function of a research design is to ensure that the evidence obtained enables
us to answer the initial question as unambiguously as possible.
This study adopted a case study design. A case study is defined as “a holistic research method
that uses multiple sources of evidence to analyze or evaluate specific phenomenon or instance”
(Anderson, 1998:152). It was hoped that through this design, an in-depth study of the case in its
natural setting would be attained. Both the qualitative and quantitative methods were employed.
By so doing, there was triangulation of information collected through different instruments and
from different sources. Triangulation refers to the application and combination of several
research methodologies in the study of the same phenomenon (Herbert and Shepherd, 2001). By
combining multiple sources, theories, methods, and empirical materials, was hoped that
weakness or intrinsic biases that come from the use single method, single-respondent, and single26
theory studies would be overcome. Often, the purpose of triangulation is to obtain confirmation
of findings through convergence of different perspectives. The point at which the perspectives
converge is seen to represent reality.
3.3.
Pilot study
A pilot study entails trying out the instrument to be used in data collection on a sample universe
population. This approach is very critical as it enables the researcher to determine whether or not
the research design will yield the desired results. Similarly, a pilot was conducted in Monze
Central constituency, particularly on Caba women’s group which was not part of the main study
with the help of two research assistants who were adequately trained.
Only ten percent (15 respondents) of the sample were targeted and categorized as follows: 8
members of the women’s groups and 2 village headmen from Monze Central constituency who
benefited from the WEP were interviewed using an interview guide. Regarding facilitators, only
4 were sampled as well as one senior member of staff where FGDs and semi structured
questionnaires were administered respectively.
Use of ambiguous and unclear wording or language was corrected during this exercise.
Furthermore, through this approach the researcher was also able to ensure that all questions had
objectives and by so doing you avoid been biased and skewed towards certain issues more than
others. The main study was only conducted after obtaining satisfactory results from the pilot
study.
3.4.
Main study
The main study was conducted after determining the suitability of the Research Assistants and
the data collection instruments obtained from the pilot study.
3.5.
Study population
Universe population is considered as all members of a hypothetical set of people, events or
objects to which generalization of the results of a research study could be made (Borg and Gall,
1979)
27
In this study, the population comprised all the members of women’s groups in Monze District
who benefited from the women empowerment fund from the Department of Community
Development, village headmen, Community Development Officers operating within Monze
District (referred to as facilitators) and Senior officers based at the Provincial office and
Headquarters (referred to as administrators in this study). All in all, the total population obtained
at the time of the study was 669 i.e. 574 members of women groups, 69 village headmen, 19
facilitators and 7 administrators.
3.6.
Sample and sampling procedures
The word sample refers to a set of elements which are ideally representative of the entire
population whereas sampling is the process of selecting a subset or sample from the entire
population so that generalization of the results can be made to the population from which the
elements were chosen (Peil, et al, 1982).
The sample size of 150 respondents categorized as follows: 120 members of women’s groups,
15 Village headmen, 10 facilitators (Community Development Officers operating within Monze
District (i.e. the District Community Development Officer, Assistant Community Development
Officers and Community Development Assistants) Administrators (i.e. Directors and any other
executive officers at Headquarters, Provincial Community Development Officer and Senior
Community Development Officers at the provincial office) who were selected purposively.
According to Singleton (1988: 153):
“purposive sampling technique is when a sample is based entirely on the judgment of the researcher, in
that a sample is composed of elements which contain the most characteristic, representative or typical
attributes of the population.
The researcher selected 40 women from each of the three (3) Parliamentary constituencies
(Monze Central, Moomba and Bweengwa). These were sampled using Simple Random
Sampling. This is a method of sampling which selects a sample in a manner which affords
every case of the population the same chance, likelihood or probability to be selected
(UNESCO, 2005).
28
In this study, o n l y
the
women
whose
groups
were
funded
were
c o n s i d e r e d t o b e p a r t o f t h e s a m p l e . The process of simple random sampling
started with defining the constituencies from which a sample of 1 2 0 w o m e n was to be
drawn. There were 3 c o n s t i t u e n c i e s i n M o n z e D i s t r i c t a s a l r e a d y m e n t i o n e d
above and forty w omen were selected from each constituency.
All the 5 7 4 w o m e n w h o s e g r o u p s w e r e f u n d e d i n M o n z e District were
listed. Each wo m an on t h e s am p l i n g fr a m e was identified and written on a piece of
paper. All the papers were placed in a container and then one at a time, they were randomly
picked from the container until the desired number of 120 was reached. Each selected piece
of paper revealed a name of a w o m a n written on it. The paper was returned to the
container prior to selecting the next. This ensured that the probability of all selections
remained constant all the time. The desired sample of 120 women was attained.
In qualitative research the sample is intentionally selected according to the needs of the study,
commonly referred to as ‘purposive sampling’. The cases are specifically selected because they
can teach us a lot about the issues that are of importance to the research (Coyne, 1997).
Regarding selection of members of the women groups and village headmen, cluster random
sampling was used. Chilisa and Preece (2005) stated that cluster random sampling is a technique
whereby the entire population is divided into groups or clusters and random or systematic
selections of these groups was made. Similarly, the population was divided into 3 regions
(constituencies) and 40 members from each of the 3 constituencies were selected; bringing the
total to 120 women’s group members. From the 15 village headmen, 5 respondents were selected
from each constituency using simple random sampling.
Selection of the respondents was through simple random sampling within each selected group.
This method allowed division of the women’s groups according to regions and form of assistance
received. Therefore, the Women’s Groups and Village Headmen were picked after studying the
inventory of the Women’s Groups in the district that was obtained from the district office. These
respondents were picked from the women’s groups dotted throughout the district.
29
Purposive sampling technique was employed in selecting administrators and facilitators. Arising
from the foresaid, only respondents who had either participated or have some knowledge about
the WEP and only 6 senior personnel, referred to as administrators and 10 facilitators
(Community Development Officers operating in the District who are on the ground working with
the women groups) were studied.
3.7.
Data Collection Procedure
First and foremost, permission was sought in the field was that most of the respondents
especially women and village headmen were illiterates. Such a situation meant that respondents
might have difficulties in reading and writing and therefore certain techniques such as
questionnaires could not be ideal. In this instance, interviews were appropriate. This study
engaged research assistants who helped in interviewing the respondents one by one to expedite
the process.
In order to collect both qualitative and quantitative data, four different instruments were
employed. These are semi-structured questionnaires, Focus Group Discussions (FGDs) and
interview guides.
3.7.1. Questionnaire
Buchi (1974) defines a questionnaire as a written document comprising questions seeking
answers on a particular subject. In this study, a semi structured questionnaire was used to collect
data from Senior Community Development Officers referred to as Administrators.
3.7.2 Focus Group Discussion (FGD)
Focus Group Discussion (FGD) is a rapid assessment, semi structured data gathering method in
which purposively selected set of participants gather to discuss issues and concerns based on a
list of key themes drawn up by the researcher (Kumar, 1987). Ultimately, the purpose of FGD in
this instance is to gain insight knowledge about WEPs was used on facilitators in order to have
face-to-face interaction between the researcher and the respondents. Through this technique, the
study obtained data from the Community Development Officers working within the district
referred to as facilitators in this study. The discussion was facilitated by the researcher.
30
3.7.3. Interview
According to Chilisa and Preece (2005), interview refers to a conversation or interaction between
the researcher and a research respondent. In this study, an interview guide was used to collect
data from all members of the women’s groups as well as the village headmen. Data collected
through this technique was obtained with the help of Research Assistants.
The above mentioned sources are referred to as primary sources of data as they reveal first hand
information. Regarding secondary sources, document analysis was employed where existing
sources such as previous works on Monze women’s groups, reports, government statistics and
other documents were reviewed.
3.8. Ethical consideration
Ethics in the context of research refers to a set of standards that can guide adult education
researchers on how they should interact with the researched and how the research problems
could be conceived and formulated (Chilisa and Preece, 2005). Erlandson et al (1993), in their
discussion of ethical issues mentioned concerns with regard to privacy, confidentiality, harm,
deception and informed consent. In this case, ethical consideration had to do with protection of
respondents. Prior to the study, the researched were provided with information about the study,
its purpose, how it would be carried out, its duration and benefits to the participants. In this vein,
an introductory letter was obtained from the Ministry concerned i.e. Ministry of Community
Development, Mother and Child Health. Therefore, ethical consent was sought through an
informed consent form and confidentiality guaranteed before embarking on data collection from
respondents. After which they were asked to append their signatures if they were agreeable to
participate in the study. The following were clarified with the respondents and observed:
i.
Respondents were requested not to reveal their bio-data;
ii.
They could withdraw anytime from the research if they felt uncomfortable;
iii.
The data collected was solely for academic purposes only.
31
3.9. Data analysis
According to Egerton University (2000: 56) in Chilisa and Preece 2005: 206):
“The purpose of analysing and synthesizing data is to make sense out of disaggregated
information, showing the relationships, their root causes and possible solutions”.
Data sought from this study was analyzed both qualitatively and quantitatively. This study
followed the multiple case study design where qualitative data is analyzed case by case through
thematic analysis and later by cross-case analysis (Stake, 2006). This means that the data was not
coded sentence by sentence or paragraph by paragraph, but coded for meaning. Thus, interviews
and documents were analyzed for each case. Following the case-by case analysis, all themes
were used to conduct the cross-case analysis. Themes salient across all cases were kept as well as
those that were extremely different. For this qualitative study, the researcher followed merging
findings procedure where similar themes were grouped together. According to Stake (2006), the
researcher whose priority is to merge the findings across cases would use this particular method.
This method also allows the researcher to make generalizations about the cases.
Quantitative data on the other hand was analyzed by using Statistical Package for Social
Sciences (SPSS). This is a systematic way of analysing data using particular computer software.
3.10. Summary of the chapter
The chapter has discussed the methodology that was employed in the study. A case study design
was adopted in order to allow the researcher gain an understanding of the implementation
process of the WEP. Both qualitative and quantitative methods in data collection were used so as
to enhance triangulation. Semi-structured questionnaires, semi- interview guides as well as FGDs
were used in data collection. A sample size remained at 150 respondents which were drawn from
the universe population. Ethical considerations were clarified beforehand.
32
CHAPTER FOUR
PRESENTATION OF FINDINGS
4.1. Introduction
This chapter is a presentation of the findings of the study. The following were the research
questions that guided the study: What types of activities are undertaken by the women groups in
Monze District? What methods are used in implementing the WEP in the District? What factors
influence the implementation of the WEP in Monze District? How can challenges encountered in
implementation of WEP in the District be addressed? The findings have been presented using
tables to show frequencies and percentages.
4.2. Types of Activities undertaken by the women groups in Monze District
The first objective of the study sought to investigate the activities undertaken by the Women
Groups in the District. The respondents included Community Development Officers, the
participants in the women groups and the village headmen. The findings presented in this chapter
are based on responses from participants and facilitators of women groups. Responses from
Focus Group Discussions and interviews were used to supplement and strengthen information
collected through questionnaires. While quantitative data has been illustrated by use of tables
qualitative data on the other hand was narrated.
4.2.1. Responses from women and facilitators
4.2.1.1. Activities of the Women’s Groups
The respondents explained that mainly the women groups in the district implemented small-scale
Income Generating Activities (IGAs) because of the perceived benefits. Furthermore, it was
learned that various groups embarked on various projects such as poultry (i.e. village chickens,
broilers or layers), farming, gardening, small-animal production (cattle, pigs and goats), food
production and preservation, sewing and knitting. These results are shown in table 2 below.
33
Table 1: Activities of the women groups
Frequency (F)
Percentage (%)
Poultry farming
32
27
Crop farming
28
23
Small animal production
24
20
Food production and preservation
13
11
Gardening
11
9
Sewing
7
6
Knitting
5
4
120
100
Activities of the Women Groups
Total
Table 2: Relevance of activities of Women’s Groups in empowering members
Relevance of activities
Frequency (F)
Percentage (%)
Skills building
49
41
Sense of belonging
18
15
Information sharing
22
18
Improved financial status
18
15
Self confidence
5
4
Enhanced literacy levels
5
4
Not useful
3
3
120
100
Total
34
Table 2 above indicates the findings of the research about the relevance of the activities of the
Women Groups in empowering members. The findings revealed the following: 41 respondents
(i.e. 38 %) said the women’s involvement in Women Groups enhances their skills; 18
respondents (i.e. 17 %) respondents explained that members of the Women Groups developed a
sense of belonging, 21 respondents (i.e. 20%) respondents that there is usually information
sharing in Women Groups, 3 respondents (i.e. 3%) said that members develop high levels of selfconfidence, 5 respondents (i.e. 5%) stated that there is enhanced literacy levels while the other 2
respondents (i.e. 2%) explained that the activities of the Women Groups were not useful at all.
Additionally, it was learned that members of the Women Groups meet once or twice per week to
discuss group matters and carry out the groups’ activities collaboratively.
Table 3: Who determines the activities for the Women’s Groups?
Who determines activities
Frequency (F)
Percentage (%)
Group members themselves
68
57
Determined by participants
21
17
31
26
120
100
for the women groups
but policy influenced the
activities
Activities are determined by
the group although this is as a
way of imitating what the
other Women’s Groups are
doing.
Total
Table 3 above shows the distribution of respondents by who determined the activities of the
women groups. The results revealed that: 66 respondents (i.e. 57%) stated activities were
determined by the group members themselves, 21 respondents (i.e. 17%) stated that in as much
35
as the activities were determined by the participants, the policy that governs the programme
influenced the type of activities carried out by the groups, This is to mean that most activities are
pre-determined by the Department of Community Development. Meanwhile, the other 31
respondents (i.e. 26%) explained that activities are determined by the group although this is as a
way of imitating what the other Women’s Groups are doing.
As portrayed in Table 3 above, 57% of the respondents explained that group activities were
determined by the group members themselves but 26% of the respondents on the other hand felt
that although activities are pre-determined by the group, this could be done as a way of imitating
what other women groups are doing.
4.2.2. Meaning of empowerment
The study sought to find out the respondents’ own understanding and interpretation of the term
empowerment regarding Women’s Groups. This was meant to help the researcher assess the
members’ understanding of the term.
In this regard, empowerment was viewed from three different dimensions i.e. to the group
member’s own life, to the life of the group member’s family and to the community. Generally,
the members of the women groups held divergent views about this concept. Figure 1a below
shows the distribution of respondents’ understanding of the term empowerment.
Table 4a: Meaning of Empowerment (members of the women groups)
Meaning of Empowerment
Frequency (F)
Percentage (%)
Having sufficient food to eat
66
55
Married and having children
31
25
Increased household income
15
13
Enhanced
participation
in 8
7
community activities
Total
120
100
36
Table 4a above shows that 66 members of the Women Groups (i.e. 55%) interviewed defined
empowerment as having sufficient food to eat, 31 respondents (i.e. 25%) stated that an
empowered person is one who is married and has children, 15 respondents (i.e. 13%) explained
that it entails increased household income, while the other 8 respondents (i.e. 7%) stated that an
empowered person is one whose participation in community activities is enhanced.
Table 4b: Meaning of empowerment (facilitators)
Meaning of Empowerment
Frequency (F)
Percentage (%)
Increased household income
5
50
3
30
Improved skills
2
20
Total
10
100
Enhanced
participation
in
community activities
The findings from the facilitators in table 4b above indicate the following: 5 respondents (i.e.
50%) explained that empowerment means having increased income, 3 respondents (i.e. 30%)
stated that it entails enhanced participation in community activities and 2 respondents (i.e. 20%)
said that empowerment means improved skills. Thus, the majority 5 respondents (i.e.50%)
understand empowerment as having increased income.
While 50% of the facilitators defined empowerment as increased household income, 20% of
respondents on the other hand stated that empowerment means improved skills.
37
Table 5: Availability of plans, activities and other materials
Frequency (F)
Percentage (%)
Available
48
40
Some are available
30
25
Not available
30
25
Don’t know
12
10
Total
120
100
Availability
of
activities
and
materials
plans,
other
Table 5 above shows the distribution of respondents by availability of plans, activities and other
materials. 48 respondents (i.e. 40%) said plans were available, 30 respondents (i.e. 25%) said
some plans were available, 30 respondents (i.e. 25%) said some plans were not available, 12
respondents (i.e. 10%) said they did not know.
Table 6: Reasons for diverting plans
Reasons for diverting plans
Frequency (F)
Percentage (%)
Political interference
36
30
Lack of seriousness
33
27.5
Women’s activities not valued
19
16
Inadequate funds
17
14
Wrong timing
15
12.5
Total
120
100
38
The analyzed data on reasons for diverting plans are shown in table 6 above. 36 respondents (i.e.
30%) respondents said political interference was the reason for diverting plans, 33 respondents
(i.e. 27.5%) respondents said it was due to lack of seriousness, 19 respondents (i.e. 16%) said it
was because women’s activities were not valued, 17 respondents (i.e. 14%) respondents said it
was due to inadequate funds, and15 respondents (i.e. 16%) said it was because of wrong timing.
The study established that at times, plans were not adhered to and that sometimes, certain
activities just emerge depending on the situation at hand at that particular moment. Similarly,
even projects of women groups were sometimes not followed as reflected in the proposals. It was
learned from the study that at certain times, women groups had a tendency to divert from their
original plans especially if the group received its funding during the farming season. So, certain
groups used the money to procure farming inputs with a view to go back to their original plans
after making some profit through selling off their harvest. Some groups have completely failed to
implement projects even after receiving funding.
4.2.3. Responses from Administrators and Facilitators
4.2.3.1 Planning of activities
The researcher wanted to find out who plans for the activities of the WEPs. The findings
revealed that planning was done at different levels i.e.at national, provincial, district and
community levels. For instance at national level, planning is usually done by a committee set up
to look at gender issues and planning is mostly centered on allocation of resources i.e. amount
and who to fund while planning for group activities is usually done at district and community
level. The study further established that planning of women group activities is usually influenced
by the availability of funds and government policy.
4.2.3.2 Funding of Women Groups
The researcher wanted to know whether the funds provided to the women groups were loans or
grants. All the respondents interviewed stated that the funds given to the women groups were
grants.
In trying to find out the sources of funding of the women groups, the study established that the
administrators who were interviewed explained that women groups were funded upon filling in
39
and submission of a project proposal that is usually sent to headquarters through the district
office. Approval was done at two levels i.e. firstly at district level and secondly at national level
although not all the project proposals got approved. But there were certain instances when
certain groups submitted their proposals directly to Headquarters without the endorsement of the
District Community Development Officer (DCDO) and yet they may be considered for funding.
The study also wanted to establish the amount of money that women groups received; it was
revealed that the amount ranged between K1, 000 – K10, 000 which is always given in cheque
form. Only registered groups with certificates of registration from Registrar of Societies from the
Ministry of Home Affairs were funded. However, in certain instances, women groups were
funded in kind through provision of equipment such as hammer mills, oil extracting machines,
treadle pumps and sewing machines.
Additionally, the researcher wanted to know how often the district received funding for the
women groups. The study established that the district or the women groups did not determine
when to fund the groups but rather the Headquarters and usually between 3-30 groups would be
funded in a year, with the highest in the year 2011. In certain instances, some groups received
cheques twice in a particular year, and yet some groups had never been funded before.
Table 7: Standardization of the activities
Standardization
of
the
Frequency (F)
Percentage (%)
Not standardized
72
60
Standardized
26
22
Standardization not possible
22
18
Total
120
100
activities
Table 7 above shows the distribution of respondents regarding the issue of standardization of the
WEP activities. Out of the 120 respondents (i.e. 100%) respondents interviewed, results
40
indicated the following: 72 respondents (i.e. 60%) respondents explained that there was no
standardization at all while 26 respondents (i.e. 22%) explained that there was standardization
but only in certain areas of the programme such as the funding process and selection criteria.
Meanwhile, the other 22 respondents (i.e. 18%) explained that standardization was not possible
as women groups are drawn from different communities with different environments and needs.
From the findings reflected in Table 7 above, it can be concluded that the majority of the
respondents i.e. 60% stated that activities were not standardized and only 18% of the respondents
stated that standardized of activities was not possible.
4.3. Methods used in implementing the WEP in the District.
Table 8: Methods used in the WEPs
Methods
Frequency
Percentage (%)
Meetings
55
46
Lecture
33
28
Workshops
21
17
Field Trips
11
9
Total
120
100
The researcher wanted to find out the methods used in disseminating information to the women
groups (as shown in table 8 above). The study established that group method was the commonly
used method as opposed to the individual method and that at times facilitators mixed different
methods. Out of the 120 respondents (i.e. 100%) respondents interviewed, 55 respondents (i.e.
56%) explained that meetings were mostly used while 33 respondents (i.e. 28%) mentioned that
the lecture method was used, 21 respondents (i.e. 17%) mentioned the workshops, 11
respondents (i.e. 9%) mentioned field trips.
41
The study further established that there was no uniformity regarding methods used in the
implementation of WEP but rather the methods used was usually determined by the officers.
While the facilitators revealed that the methods used may at times be influenced by certain
factors such as facilitators’ familiarity with the method, time, location, availability of resources
and nature of participants, the members of the women groups on the other hand stated that in
most cases they were not consulted but rather they were just told what to do.
From the findings discussed above, it is clear that there were different types of methods that were
used in the management of WEP. While the majority of the respondents (i.e. 46%) explained that
meetings were used, the minority of the respondents (i.e. 9%) on the other hand mentioned field
trips.
Table 9:
Suitability of the methods used
Suitability of Methods
Frequency
Percentage (%)
Always Suitable
20
16
Sometimes not suitable
55
46
Not suitable
45
38
Total
120
100
Findings regarding the suitability of methods used among Women Groups are presented in Table
9 above. The findings revealed that out of the total number of 120 respondents (i.e. 100%)
interviewed, 20 respondents (i.e. 16 %) said the methods were always suitable, 55 respondents
(i.e. 46%) said that the methods were sometimes not suitable and 45 respondents (i.e. 38%)
respondents revealed that they were not suitable at all.
Out of the 120 respondents interviewed (i.e. 100%), the majority of the respondents (i.e. 46%)
said that methods used were sometimes not suitable, whereas the minority (i.e. 16%) said
methods used were always suitable.
42
Table 10: Types of training
Types of Training
Frequency (F)
Percentage (%)
Entrepreneurship Skills
73
61
Leadership Skills
17
14
Agriculture
9
7.5
Food Production and preservation
7
6
HIV/AIDS
9
7.5
Gender Based Violence (GBV)
5
4
120
100
Total
As indicated in Table 10 above, the study established that members of the Women Groups were
provided with different types of training to enhance their skills in managing the projects they
carried out. Table 10 above indicates 73 respondents (i.e. 61%) said they received
entrepreneurship skills, 17 respondents (i.e.14%) received leadership skills, 9 respondents (i.e.
7.5%) received agriculture skills, 7 respondents (i.e. 6%) received training in food production
and preservation, 9 (i.e. 7.5%) respondents said HIV/AIDS training was offered, and 5
respondents (i.e. 4%) received gender based violence training. The respondents stated that the
training which is usually provided by the facilitators is determined by many factors. Among
them is location, type of project/s, funding and time. Entrepreneurship skills and leadership skills
trainings were the most common types of training.
While the majority of the respondents i.e. 61% stated that members of the women groups
received leadership skills training, a few respondents i.e. 4% stated that the GBV training was
provided.
Figure 11: Documentation of information
43
# Types of documents
Where
1 Minutes, reports, inventory of funded groups, plans, Headquarters,
project proposals, policy documents, financial documents.
2 Reports, inventory of women groups in the province, Province
inventory of funded groups, financial documents.
3 Minutes, reports, inventory of women groups in the District
district, inventory of funded groups, certificates of
women groups, plans, project proposals, financial
documents, training material.
4 Minutes,
reports,
registers,
constitution,
financial Community (Group level)
documents such as receipts, income and expenditure
details, duty rota, and schedule of meetings.
The researcher tried to find out whether or not activities of the group were documented and
exactly what was documented. The administrators and facilitators indicated that different
documents were kept at different levels such as headquarters, province, district and community.
These results are presented in table 11 above.
Furthermore, the research established that most women were illiterate as such they find it very
difficult to read and write. This situation has caused most women groups to maintain the few
literate members to hold leadership positions for a long time. In certain instances, the men who
were members of the women groups were used as Secretaries or even as links between the
District office and the Women Groups.
4.4.
Factors that influence the implementation of the WEP in Monze District
Table 12: Factors that influence the implementation of WEPs
Factors that influence the
Frequency (F)
Percentage (%)
Poor timing
38
32
Non availability of funds
19
16
implementation of WEPs
44
Political influence
34
28
Government policy
16
13
Location
8
7
Feasibility of the project
5
4
120
100
Total
Results revealed that there are many factors that influence the running of WEP in the District
such as poor timing, non-availability of funds, government policy, location and feasibility of the
project. Table 12 above portrays the findings whereby 38 respondents (i.e. 32%) explained that
poor timing was the influencing factor in that funding may come when participants are busy with
agricultural activities leaving them with very little time to attend to Group activities. Meanwhile,
19 respondents (i.e. 16%) said it was due to non- availability of funds. Meanwhile, 34
respondents (i.e. 28%) said it was political influence and 16 respondents (i.e. 13%) said it was
due to Government policy. The other respondents said the following: 8 respondents (i.e. 7%)
respondents it was due to the location while the other 5 respondents (i.e. 4%) said feasibility of
the project was an influencing factor.
45
Table 13: Roles of Stakeholders
Roles of stakeholders
Frequency (F)
Percentage (%)
Planning
50
42
Resource allocation
36
30
Capacity building
16
13
Monitoring and evaluation
16
13
No stakeholder involvement
2
2
120
100
Total
Stakeholders in this instance refer to cooperating partners such as funders, policy makers, others
organizations/ departments involved in WEPs, traditional and civic leaders. Table 13 above
shows the responses of respondents according to roles of 50 respondents (i.e. 42%) said
stakeholders were involved in planning, 36 respondents (i.e. 30%) said they were involved in
resource allocation, 16 respondents (i.e. 13%) said they involved in capacity building, 16
respondents (i.e. 13%) said they were involved in monitoring and evaluation, and 2 (i.e. 2%)
respondents said there was no stakeholder involvement.
Additionally the researcher went on to find out from the respondents whether or not it was
necessary to involve stakeholders in the management of women groups. The findings are shown
in table 13 above. 86 respondents (i.e. 72%) said that stakeholder involvement was necessary
while 34 respondents (i.e. 28%) stated stakeholder involvement was not necessary.
46
Table 14: Selection criteria
Selection criteria
Frequency (F)
Percentage (%)
Quality of project proposal
52
43
Location
34
28
Support from influential people
20
17
Composition of the group
14
12
Total
120
100
Regarding the selection criteria for the Women Groups, the study interviewed 120 respondents
(i.e. 100%) and the findings indicate that there are different factors that may influence the
selection criteria of funding Women Groups. The following were the results: 52 respondents (i.e.
43 %) said quality of the proposal, 34 respondents (i.e. 28 %) stated that it was location, 20
respondents (i.e.17%) explained that it was based on how much support a group may have from
influential people such as the Member of Parliament (M.P), District Commissioner (D.C),
District Community Development Officer (DCDO) or any other. Meanwhile the other 14
respondents (i.e. 12%) explained that selection was based on the composition of the women
groups. Table 14 above portrays these findings.
However, key informants (facilitators and administrators) said it was a combination of the
quality of the proposal, location of the women and composition of the group.
4.4.2 How stakeholders were involved in the management of women’s groups
In trying to find out if there was stakeholder involvement in the management of women groups,
most respondents confirmed that different stakeholders were involved in the management of
women’s groups. These included other government departments, Non Governmental
Organizations (NGOs), Political leaders (Members of Parliament, Councilors) and traditional
leaders such as Village Headmen.
47
4.5.3. Responses from in-depth interviews on policy issues on women empowerment
The researcher wanted to find out if there was a policy regarding WEP and if so ascertain how it
affects the implementation process of the WEP. Regarding this issue, the researcher interviewed
15 respondents. The interviewees said that there is no specific policy on women empowerment
but the Department had an overall policy that encompasses all the programmes within the
Department.
4.5.3.1. Challenges encountered during the implementation of WEP in Monze District.
The researcher was interested to know what types of constraints were faced in the
implementation process of WEPs. The administrators and facilitators revealed a number of
problems which are tabulated in Table 15 below.
Table 15: Major Challenges encountered in implementation of WEP Monze district
#
Types of Challenges
1
Poor funding (Little and The groups fail to implement the intended projects and empowerment
fragmented funding)
2
Lack
of
How the challenges affect the WEP/Women groups/community
may not be attained.
proper difficult to implement and monitoring of projects in such an
procedures and systems
environment is also difficult; Women groups fail to access the funds
3
Misapplication of funds
Wrong impact on the programme; Evaluating results may not be valid
4
Cheques expiring
Beneficiaries are curtailed from accessing funds and as such
community members are demotivated
5
Lack of proper training to Poor management of projects by the women groups
the women groups and
facilitators
8
Misconception about the Lack of commitment
programme
9
Poor timing
Groups divert from their original plans
10 Few staff
Poor monitoring hence poor management
11 Political interference
Funds may be diverted women group members are manipulated
48
The study established a number of challenges regarding the running of the WEPs which may
have either positive or negative bearing on the programme. Some of them indentified include
poor funding, poor systems and procedure, misapplication of funds and lack of proper training to
both the women groups as well as the facilitators. Other constraints include misconception about
the programme, poor timing and political interference.
4.5. Propositions to address constraints encountered in implementation of WEP
Table 16:
Propositions to address challenges
Propositions to address constraints faced by women
Frequency
Percentage
groups
(F)
(%)
Appropriate training must be designed, documented and
38
32
25
21
26
22
22
18
9
7
120
100
provided to the members of the women groups so that their
skills are sharpened
Need to provide training to the facilitators from time to time
so that they are kept abreast with the dynamism of the ever
changing society
Funding levels should be improved so that women can
engage in meaningful income generating activities
Need to re-look at the entire WEP and come up with
working systems
Need to completely decentralize WEP so as to avoid certain
problems such as duplication of funding, cheques expiring
and poor communication
Total
The study established that there certain mitigation measures that are put in place as a way to
address some of the problems faced. However, it is suffice to mention that there are certain types
49
of problems that are beyond the limits of the district as such there is very little that can be done.
On the other hand, the province and headquarters would put up mitigation measures although
sometimes they are overlooked due to pressure especially from the higher offices or politicians.
4.6.1 Supervision and Monitoring
The other issue that this study sought to find out was the supervision and monitoring of the
women groups. The researcher wanted to find out how supervision and monitoring was done.
The administrators and facilitators explained that periodic monitoring was done to check whether
or not the programme was running according to the original plans. The Community Development
Officers also conduct monitoring visits two to three times annually which were complemented
by the group members who also conduct monitoring to see how the group projects faired.
4.6.2. Suggestions on what WEPs should include
Asked on what they thought should be included in order to make WEPs more attractive and
meaningful to the participants, the respondents suggested three issues that could help improve
the performance of the programme. The first one being that programmes should incorporate an
agriculture component so that participants can engage in meaningful agriculture and thereby
attaining food security. Secondly, participants suggested that the programme should include
effective training so as to boost the empowerment activities. On the other hand, other
respondents suggested that the IGAs should focus on value addition so that women groups
produce attractive products that can compete favorably on the harsh market.
4.7. Summary of the chapter
Chapter four was a presentation of research findings on the implementation process of the WEP
in Monze District. The findings were presented according to the research questions in relation.
It was revealed that the implementation process of the WEP had a lot of issues and in most cases
many women groups did not adhere to their original plans. The chapter also showed that the
group method was mostly used as opposed to individual methods. Additionally, meetings and
discussions were the most common type of methods that were used in the management of
women groups. However, at certain times facilitators mixed the methods that they used.
50
The other findings revealed a number of factors that influenced the implementation process of
the WEP such as timing, political influence, Government policy, location and feasibility of the
project. What can be deduced from this is that the programme has not been spared from certain
forces. Additionally, several constraints surfaced in the study that impinged on the
implementation process of the WEP. Among them were poor funding, misapplication of funds,
lack of proper procedures and systems, cheques expiring, lack of proper training to the women
and facilitators and poor communication. The study also established some propositions to
address these constraints. The next chapter is a discussion of the research findings.
51
CHAPTER FIVE
DISCUSSION OF FINDINGS
5.1. Introduction
This chapter is a discussion of the findings presented in chapter four of this study. The following
are the objectives that guided this study: to identify the types of activities executed by the women
groups in the District; to investigate the methods used in implementing the WEP in the District;
to establish factors that influence the implementation of WEP in Monze District; and to establish
propositions to address the constraints encountered in implementation of WEP in the District.
The findings are also discussed in comparison with the ideas from accredited authors as they
were quoted in the literature review of chapter two of this study.
5.2. Activities undertaken by the Women Groups
First and foremost, this study sought to establish the respondents’ own interpretation of the
concept of empowerment. It is interesting to note that facilitators interpreted the term differently
from the participants. While the majority of the facilitators defined the term as the attainment of
skills, most of the participants on the other hand explained that an empowered person is one who
has sufficient food to eat. This simply entails that there is need to first of all have a common
understanding even before empowerment programmes are designed so that there is no mismatch
in the perceptions. For as long as a common understanding is not laid, therefore this programme
will forever face challenges of misapplication of funds and lack of commitment. To this extent,
it can be argued that no wonder in certain instances the women groups misapplied the funds (e.g.
procuring agricultural inputs) or seem not to attach importance to the activities they carry out in
their groups. This is because the participants perceived empowerment differently as opposed to
the implementers.
The study set out to determine the main activities undertaken by the Women Groups in Monze
District.
Findings revealed that most women groups were involved in small-scale Income
Generating Activities (IGAs) such as poultry, farming, gardening, animal production, food
production and preservation, sewing and knitting. This is in agreement with MCDMCH women
empowerment guidelines (2012) and Department of Community Development-Monze District
annual reports (2011, 2012 and 2013) which itemized the type of assistance to the women
52
groups. The research findings indicated that these activities have a bearing on the well-being of
the members such as skills building, sense of belonging and improved household income.
However, the issue of lack of market for the goods produced by the women groups was
identified. This could be attributed to a number of factors as discussed below:
i.
the women do not have the capacity and appropriate skills to produce attractive and
competitive goods that can compete favorably on the market;
ii.
the market is flooded with Chinese goods and second hand clothes commonly known as
‘salaula” which are relatively cheaper to buy; and
iii.
there is no organised market for the women groups to sell off their products hence most
groups experience challenges.
Regarding who determines the activities of the women groups, the study established that the
groups’ activities were guided by government policy in relation to empowerment of women. In
this regard, there is no group that was allowed to implement projects that were not recognized
and accepted within the programme. Therefore, only those projects that were recognized by the
department were supported. This is in disagreement with most adult education writers such as
Freire (1970), Gboku and Lekoko (2007) and Baker (1984), who contend that adults should be
allowed to choose the right projects that are in tandem with their needs, environment and
capacities. From this, what one can deduce is that most participants were compelled to choose
those projects/ activities which because they knew would qualify for funding as prescribed by the
planners and donors.
One other notable aspect that this study has brought to light is the issue of the amounts of
funding that these groups receive. It is sad to note that these groups receive very little amounts of
money to run their projects. First of all, it must be mentioned here that the size of the groups
ranged between 10-30 members. Meanwhile, the highest amount of money that was ever given to
these groups is K10, 000 with the lowest being K1,000. These amounts are too small for funding
groups of people to engage in meaningful IGAs. As earlier alluded to, this could be attributed to
reasons why some groups have misapplied the funds. In fact Mpofu and Amin, (2004) were very
right when they said that most adult education programmes were less funded. It is would even be
better to fund only few groups with reasonable amounts of money in a district in a particular year
53
than to fund many groups but with very small amounts of money. This type of spending is
wasteful and can be termed as careless spending.
One other issue that this study established was that in the year 2011, the District experienced the
highest number of women groups that were funded while during the other years, only few were
funded. The big question is “why only in 2011?” The answer is very simple, this is because this
was an election year and it is clear that during elections, government uses Departments or rather
programmes to campaign smartly. More funds were injected in the WEP at that time so that more
groups benefit. So this could have been used as a bait to attract and consequently entice women
to vote for the party in power. This is done in the hope that these women are the potential voters.
To illuminate this matter, Parliamentarians seem to have an upper hand over the WEP fund
during this period. This scenario contributes to the distortion of the programme because people
tend to think that this money is not accountable for as it is just meant for campaign purposes. In
other words, people are at liberty to use the money in whichever way they feel like without any
hurdles. Therefore, there is great need for implementers to be conscious as they fund Women
Groups and be able to make a distinction between development programmes and politics. People
must be sensitized about the sources and uses of the funds if development is to be attained.
5.3. Methods used in implementing the WEP
The study established that the group method was commonly used in Monze District as opposed
to the individual method. Meetings, lectures, discussions, and field trips were extensively
employed in the implementation of WEPs. This is in agreement with what some scholars such as
Matiru et al (1976), Rose and Clarke (1972) and warren (1964) who observed that practioneers
need to embrace different methods or interventions in order to achieve empowerment. Among
these methods used by facilitators of WEPs, meetings and discussions were reported to be the
most effective in mobilizing women groups. When people are exposed to discussions, they are
able to find solutions to their problems. As postulated by Warren (1964), people discuss
whenever they form into any kind of group.
It was observed that the methods that were employed in the WEP are acceptable in Adult
Education fraternity. Through methods such as meetings, discussions and field trips, the learners
54
are able to engage in dialogue and thereby sharing knowledge, skills, information and ideas. On
the contrary, despite employing the adult education methods that could consequently lead to
empowerment, what was established in this study is that most members did not exhibit signs of
high levels of empowerment. What is worrying is the outcomes or results. In an empowerment
programme such as the WEP, a central concept is "conscientization," and development of critical
consciousness through a process of reflection and action (Freire, 1972). Opposed to this
"problem-posing" education, committed to personal and social liberation, is a "banking"
education whose objective is domestication. To a larger extent, it could be argued that perhaps
there is something wrong with the application of the methods. In other words, if these methods
were properly used, high levels of empowerment could be noticed among most of the
participants. As earlier discussed in the literature review, as information becomes more readily
available and change continues to occur at a rapid pace, the job of the facilitator becomes
increasingly demanding and complex. Therefore, updating of knowledge and skills of the
facilitators and participants through refresher courses is more desirable.
Further, it was observed that despite the fact that these methods were used by facilitators, most
groups still did not exhibit leadership skills and their empowerment levels were still relatively
very low. As discussed in chapter two, we notice that as information becomes more readily
available, change continues to occur at a rapid pace and the job of the facilitator becomes
increasingly demanding and complex. Therefore, updating of knowledge and skills of the
facilitators and participants through refresher courses is desirable.
One other factor that this study revealed is that there was no uniformity in the types of methods
used in the running of women groups. What this means is that each facilitator is at liberty to use
any adult education method depending on the situation. This is in tandem with adult education
principles where the situation at hand determines the type of method to be used. In fact, literature
is clear such as works from Arakai (1987), Gboku and Lekokko (2007 and Freire (1972) who
indicated that there is no single method that is suitable at all times. The Freiran approach
supports that facilitators use methods that are participatory and engages participants actively in
transforming their world.
55
Many development programmes are presented in terms of linear steps. These steps reflect tasks
that programme developers should undertake. In other words, the literature presumes that there
are pre-determined patterns of communicating and acting. In practice, however, this is not the
case. From the practical point of view, programme developers do more than just to perform a
series of debate on some issues, agree or disagree and act accordingly when addressing a current
situation of needs, challenges and issues. Therefore, the task of developing programmes is not
just a question of taking actions but a critical reflection and analysis of what, why, and how of
developing programmes.
5.4. Factors that influence the implementation of WEPs
From the findings of this study, a number of factors were established that influence the
implementation of WEPs either positively or negatively with poor funding being the major
factor. Similarly, many authors such as Chuma (2004), Sichula (2010) Bamberger et al (2006)
and Mpofu and Amin, (2004) have confirmed that a lot of adult education programmes suffer
from poor funding.
Other factors include lack of proper procedures and systems, misapplication of funds, cheques
expiring, lack of proper training provided to the women groups, misconception about the
programme, poor timing, few staff and political interference. Arising from the findings, it is clear
that WEP has not been spared from certain factors as indicated above. This is to mean that there
is need to review the WEP.
5.5. Challenges encountered in the implementation of WEP
As indicated in the literature review of this study, there were a number of constraints that were
encountered in the implementation process of the WEPs. Notable among them, was poor funding
whereby some women groups received as little as one thousand kwacha. Like UNESCO (2010)
rightly observed, this has brought about dysfunction in the provision of adult education
programmes and the WEPs in Monze District are not an exception. This can be evidenced by the
manner in which the women groups were run. Duplication of funding, cheques expiring, funding
very few groups and funding intensified during the election year. In fact this is to mean that this
programme is used by politicians to gain political mileage and thereby altering the purpose of
this programme.
56
Regarding lack of market for the products, it was noted that this was mainly attributed to the fact
that most women lack improved skills that can enable them produce meaningful and attractive
products. The study established that most of the products were hand-made. As such, products
made by most women groups may not compete favourably on the international market with other
products such as those from China and second hand clothes commonly known as ‘salaula’.
Additionally, the study also established other constraints with regards to the implementation of
WEPs such as lack of proper procedures and systems. For instance, one of the conditions for
funding is that a group must have a certificate of registration from Ministry of Home Affairs or
local Council ( MCDMCH 2012). Women Groups are issued with certificates upon payment of a
non- refundable registration fee of kwacha two hundred and fifty (K250.00). This process is very
demanding and frustrating. Most women groups have failed to access the grant not because they
failed to raise the registration fee but because they have not received their certificates even after
submitting the required documents and registration fee. It is on record that some groups had not
yet received their certificates as way back as 2011(MCDCMCH annual report, 2013).Perhaps
what would be ideal is to ease this process by way of decentralizing registration of women
groups. It was observed that when programmes and projects work, the executive is eager to take
the credit. However when they fail, blame is pushed to an administrative process.
What is saddening about this whole process is that most of these participants are poor so much so
that raising the registration fee is a sacrifice. The only reason why they do that is because they
are meant to believe that registration of their groups would be a key that would open many doors
to funding agencies and other support. On the contrary, many registered groups that even meet
the set conditions have not funded. Other than that, it was observed that in certain instances some
newly registered groups were funded leaving out those that registered much earlier.
The above discussed gaps distort the whole purpose of women groups whose main objective is
meant to help members gain access to resources and thereby reduce the poverty levels. However,
with such a development at hand, most women are de-motivated and affect their participation in
the women group activities. Other constraints established in the study include misapplication of
funds by the beneficiaries. This confirms the fact that most of these women groups apply for the
funds and indicate projects that they are sure would attract funding (MCDMCH report, 2011).
57
However, these funds may not necessarily be used on the projects as indicated in the proposals.
Therefore, the proposals submitted by most women groups are just used as a bridge to accessing
the funds and not necessarily for the projects as reflected on the proposals. It appears that most
women are interested in farming as opposed to other Income Generating Activities (IGAs). This
is in tandem with Bamberger, (1996) who observed that food is the most important need among
poor households. The same is true regarding women groups in Monze District where projects
implemented did not necessarily adhere to the original plans. As it was rightly indicated in the
literature review of this study, usually what is reflected in the project proposals in terms of plans,
activities and budgets does not correlate with the actual projects on the ground. To attest to this,
Busla (1968) observed that there is a mismatch between theory and practice. What is saddening
about such a trend is that it is misleading as it distorts the outcomes of programmes and as such,
evaluating results may not be valid.
Further, it was noted that sometimes cheques meant for the women groups took too long to reach
the intended beneficiaries and as such expired in the process. In such instances, the district has
sent back cheques to headquarters with a view to have them re-printed but to no avail. One
wonders where such monies go when it was already released for particular women groups. In
fact with the foregoing, this is a clear indicator of how disorganized the WEP is and that very
little attention is paid to women issues.
5.6. Propositions to address the challenges encountered in the implementation of WEPs
With regard to propositions to address challenges encountered in the implementation of WEPs,
the study established the following: Improve funding levels, design and provide appropriate
training to facilitators and participants, design training manuals, revise the entire WEP and
decentralize the WEP completely. These issues are discussed in detail below.
5.5.1. Funding
Confirming this, Department of Community Development-Monze District annual reports (2011,
2012 and 2013) say that the Department should seriously consider improving the funding levels
for the WEP. The programme is poorly funded because groups receive little amounts of money,
it takes long for them to be funded and there is no proper system to ensure that old groups are
58
funded first. This scenario is very frustrating not only to the women groups but also to the
officers especially those that are directly engaged with the women groups.
5.5.2. Training
There is need for local training and research institutions to help build local capacity to identify,
design and implement appropriate projects. Such training programmes should be tailored to the
needs of women groups. For instance, most community-based women groups are not well
established and lack leadership skills, are involved in small scale IGAs, and are based in rural
communities. Additionally, they are not very familiar with government formalities and lack
access to financial resources, and these groups are frequently marginalized. Appropriate training
should be provided to the officers so that they are kept abreast with the changing environment.
5.5.3. Decentralization
Bamberger et. al (1996) confirms that decentralization is an appropriate vehicle that can be used
in improving most poverty reduction programmes in most Third World countries, and the WEP
is not an exception. Therefore, there is need to ensure that programme is decentralized so that
resources are spread evenly and used to optimum levels.
5.5.4. Flexibility
As adult educators, we tend to fall in love with our own methods, perhaps because one group
seems to favor a particular method does not give the facilitator the right to expect subsequent
groups to do likewise. Facilitators should be willing to change with the time. However, this is
only possible through exposure such as refresher courses, workshops, seminars, conferences and
tours. Therefore, facilitators should learn about varieties of methods, techniques and approaches
and apply them as appropriately.
5.5.5. Integrated approach
There is need to integrate the programmes of the Department of Community Development rather
than running them in piece mills as separate and stand alone programmes/projects. This would
go a long way in ensuring that intertwined programmes supplement each other and thereby
minimizing wastage of resources.
59
However, important to note is the fact that it takes a realistic government to implement all these
proposed solutions. This is more so because effecting most of these strategies requires expertise,
time, commitment and resources.
5.6. Summary of the chapter
The findings of the study were discussed in relation to the implementation process of the WEP in
Monze District. One of the findings was that many women’s groups were involved in IGAs that
ranged from poultry, gardening, knitting sewing to food production and reservation. However,
many groups at one point or another diverted from their intended projects as reflected on the
project proposals. It was observed that mostly in such situations, those groups used the funds to
procure farming inputs.
Regarding methods used in the implementation of the WEP being provided in the District, the
study established that group methods were mostly used as opposed to the individual methods.
Among the methods used were meetings, workshops and field trips. Knowles (1980) contends
that adults learn best if and only if they participate. One of the ways through which members of
the women groups can participate is by employing suitable adult education methods and
techniques.
A myriad of factors that influenced the implementation of the WEP in Monze District were
established. One factor that was established was timing. This was attributed to the fact that funds
were released at wrong times, especially during the rainy season when most community
members were busy with farming activities. In certain instances, it took long time for the
department to fund a group after submission of the project proposal. Such developments
compelled most women groups to use the funds to procure farming inputs. This is just to show
that people’s needs were not static but rather dynamic and changed over time.
60
CHAPTER SIX
CONCLUSIONS AND RECOMMENDATIONS
6.1. Introduction
In this chapter, conclusions and recommendations are made based on the research findings and
discussions of the study. The conclusions will be presented as they were aligned to each of the
objectives that were set for the study. This will be followed by recommendations for possible
future research.
6.2. Conclusion
The study was set to analyse the implementation process of the WEP in Monze District. This
study has tried to conceptualize the implementation process in relation to the WEP. It must be
noted that implementation is a complex activity as revealed by the findings of the research. The
research findings are explicit and clear that a number of issues were revealed regarding the
implementation process of the WEP.
The study was guided by the following four (4) research objectives and questions which were
discussed in relation to literature that informed to this study, with first being to identify the types
of activities undertaken by the Women Groups in the District. Suffice to mention that both this
objective and research question were answered. The findings of the study revealed that most
community based Women Groups were engaged in small scale IGA’s because of the perceived
benefit with 27% of the respondents representing poultry farming. Other activities established by
the study include crop farming, food production and preserving, gardening and knitting.
The second research objective and question were also answered which was set to investigate the
methods used in implementing the WEP in the District. Out of the 120 respondents interviewed,
(i.e. 100%) majority respondents (55 i.e. 45%) revealed that meetings and discussion were
among the methods used in the management of Women Groups. Other methods employed
include lecture, workshops and field trips. It was observed that these methods were effective
ways of sharing knowledge and information among members of the WEPs. When people are
exposed to meetings and discussions, they are able to find solutions to their problems. However,
61
at certain times, facilitators mixed the methods that they used depending on the situation at hand.
Additionally, group method was commonly used as opposed to the individual method.
The third research objective and question was related to factors that influence the
implementation of the WEP in Monze District. This objective was answered as evidenced by the
findings. The 15 Facilitators and Administrators (i.e. 100%) explained that there are many
factors that influenced the running of WEP in the District such as timing, non-availability of
funds, government policy, location and feasibility of the project. The study also revealed a
number of constraints regarding the implementation of WEPs such as poor funding,
misconception of the programme, lack of proper systems and procedures, misapplication of fund,
cheques expiring and lack of proper training for Women Groups and facilitators. These issues
affect the running of the WEP either positively or negatively. For instance, the issue of delayed
or little funding may affect the implementation of certain activities. If funding is released during
the rainy season when most members of the community are engaged in farming activities, club
activities will be greatly affected in that members may not have sufficient time to attend to
activities of the Women Group at the expense of farming.
The fourth and final research objective and question was based on how challenges encountered
in the implementation of WEPs could be addressed. Indeed this research objective and question
was met. The study revealed some propositions that could help in addressing the challenges such
as to improve funding levels, design and provide appropriate training to facilitators and
participants, design training manuals, review and revise the entire WEP and decentralize the
WEP.
6.3. Recommendations
6.3.1. Government to improve funding
The government should improve the funding levels and procedures for the WEP. In fact, the
WEP is befitting better funding because the majority of the women are poor and vulnerable.
The WEP is one such programme that is aimed at uplifting the standards of living of the poor
and vulnerable people;
62
6.3.2. The Ministry of Home Affairs to decentralize the issuance of certificates
The Ministry of Home Affairs should decentralize the issuance of certificates of registration
for women groups. This will go a long way help the rural women to access the certificates
without much difficulties;
6.3.3. Review and revise the procedures and systems
The Department of Community Development should re-look at the procedures and systems
that surround the management of women groups. This is more so because it has been
established that these procedures and systems;
6.3.4. The Department of Community Development should consider integrating
programs.
The Department of Community Development has different programmes. Each programme
tends to be implemented individually on its own merits, with no overall strategy for setting
priorities or deciding how different projects/programmes complement each other.
For
instance, the benefits from improved house hold food security levels will be much reduced if
the same families do not receive education programmes on how to maintain continued
effective skills in agriculture. Arising from the foresaid, the researcher strongly suggests that
the Department of Community Development should work out mechanisms to ensure that all
programmes are integrated and packaged rather than delivering them in piece mills or
separate units. Through this approach, effective utilization of resources would be enhanced;
6.3.5. Department of Community Development should devise effective monitoring
mechanisms
The Department of Community Development should devise effective monitoring
mechanisms so that it is clear from the onset what type of information the officers need to
collect when conducting monitoring. Unlike the way was where funds may be released to
undertake monitoring but without clear guidelines on what type of information to be
collected. So in the long run, each officer would collect their own information;
63
6.3.6
Periodic needs assessment
There is need for massive investment in this area so that the Department of Community
Development should seriously embark on periodic needs assessment in order that the real
needs of the community are identified and addressed. Needs assessment, if participatory in
nature, can have a positive bearing on communities in that projects identified would be those
that may address the real needs of the people. Consequently, such a situation would help the
WEP gain ground.
6.3.7. The Department of Community Development to provide updated training to facilitators
and participants respectively
Training programmes intended to improve the skills and institutional capacity of community
based development groups should be designed to address issues of capacity building.
Additionally, training manuals should be designed. The need for training is particularly acute
in the following areas:
a) Project planning and management, including formulation of project ideas as well as
project design, appraisal, monitoring and evaluation. This training should be
operational in nature;
b) Community mobilization for sustainable development, using existing organisational
structures. By transferring skills to communities, sustainability of project benefits
could be ensured without the Department’s involvement in future project activities;
c) Entrepreneurship skills that will help sharpen the skills of the women to engage in
profitable projects and be able to market them appropriately; and
d) Documentation and dissemination of experiences in WEPs. Since the Department of
Community Development in particular has neither the skills or the institutional
capacity to collect and disseminate this wealth of experience, national research
institutions or higher learning institutions such as universities could be vital in
undertaking small scale studies to learn from the successes and failures of WEPs and
assessing programme impacts on participating communities;
64
6.3.8. Decentralize the WEP
Almost without exception, the WEP under the Department of Community Development suffer
from excessive centralization. There is an intolerable congestion of business at Ministry
Headquarters. Therefore, there is need for government to completely decentralize the WEP so as
to ensure that resources are spread evenly to permit maximum utilization of scarce resources.
This in turn can help empower community members, especially women so that they actively
participate and take ownership of development projects and programmes; and
6.3.9. Transport
The Department of Community Development should see to it that appropriate transport is
procured for the field officers so that they are able to supervise and monitor the women groups
effectively.
6.4. Summary of the Chapter
This chapter provided the conclusions and recommendation of the study which were based on the
Women Empowerment Programme. The WEP was found to have left much to be desired. First
and foremost, programmes implemented did not necessarily adhere to the original plans.
Findings from this study indicate that implementation is a difficult exercise. It requires both
human and financial resources, time and skills. Therefore an understanding of the
implementation process is critical to the success of the WEPs.
Most Women’s Groups are involved in small scale IGAs and lack leadership skills. This could be
attributed to the very fact that the Women’s Groups lack effective training that would help
sharpen their skills. It is desirable that appropriate training is designed and included as part of the
package of the grant that is given to the Women’s Groups. Several factors that influence the
implementation process of the WEPs were identified. These factors affect the group either
positively or negatively.
The study therefore made the following recommendations:
1. Government should completely decentralize the WEP so as to ensure that resources are
spread evenly to permit maximum utilization of scarce resources;
65
2. The Department of Community Development should provide updated training to
facilitators and participants respectively;
3. The Department of Community Development should revise and review the procedures
and systems that govern the Women Groups and;
4. The Department of Community Development should consider embarking on periodic
needs assessment so that the real needs of the community are identified and addressed.
66
REFERENCES
Arakai, M. (1997). PHD Thesis on Women’s clubs, Associations and other relations in
Southern Province: Interactions between development interventions and
people’s own strategies. Norwich: School of Development Studies,
University of East Anglia.
Bambarger, M., Yahie M.A. and Motvu, G. (1996) (eds.). The Design and Management of
Poverty Reduction Programmes and Projects in Anglophone Africa.
Washington. D.C: The World Bank.
Bardouille, R. (1992).Research on Zambian women in Retrospect and prospect: An annotated
Bibliography. Lusaka. Zambia: SIDA.
Brookfield, S.D. (1986). Understanding and Facilitating Adult Education Learning.
Buckingham: Open University Press.
Burkey, S. (1993). People first: A guide to self-reliant participatory Rural Development.
London: Zed Books.
Busla, K. (1968). Purposeful Education for Africa. Amerstdam: Mouton and Co.
Borg, W.R. and Gall, M. (1979). Educational Research: An introduction to Research. London:
Longman.
Chakanika, W.W. and Mtonga, H. (1995) ‘‘Constraints in University Extension Work in
Zambia. The experience of two Resident Tutors’’. International
Journal of University Adult Education. Vol. 13, No. 1. Pp 1-9.
Chigunta, F.C., Chisanga, B and Masiye, G. (1998). Will the Poor always be with us? Poverty
experiences in Zambia. Lusaka: Committee for Campaign against
poverty.
Chilowa, W.R, and Gaynor, C. (1992). “Malawi: Country Overview Paper”. Lilongwe:
University of Malawi Press
Chilisa, B. and Preece, J. (2005). Research Methods for Adult Educators in Africa. Germany.
UNESCO Institute for Education.
67
CSO (2010). Census of Population and Housing. Lusaka: Central Statistics.
CSO (2010). Evolution of Poverty in Zambia. Lusaka: Central Statistics.
Dane, A.V. and Schneider, B.H. (1998). “Programme In Primary And Early Secondary
Prevention: Are implemented Effects out of Control?” Clin Psychol
Revolution . January; 18 (1): 23-45.
Department of Community Development (2011). Monze District Annual Report. (Unpublished).
Department of Community Development (2012). Monze District Annual Report. (Unpublished).
Department of Community Development (2013). Monze District Annual Report. (Unpublished).
Daley-Harris, S. (2000). Micro credit Summit Campaign’s Future Challenges. Washington
DC: Global Urban Development.
Durben M.D. and Witt M.D. (2002). Assessing Programme Implementation: What it is, Why its
Important and How to do it. Geneva: ILO Social Finance Unit.
Durlak, J.A. (1998). Implementation Matters: A Review of Research on the Influence of
Implementation on Programme Outcomes and the factors affecting
Implementation. Oxford: Oxford University Press.
Freire P. (1970). Pedagogy of the Oppressed. New York: Continuum.
Freire, P. (1972). Cultural Action for Freedom. New York: Penguin Books.
Freire, P. (1974). Education for Critical Consciousness. London: Sheed and Ward Ltd.
Gadotti, M. (1994). Reading Paulo Freire. His life and Work. New York: SUNY.
Gboku, M. and Lekoko, R. N. (2007). Developing programmes for Adult Educators in Africa.
Cape Town: Pearson Education.
Goetz, A.M. (1995). The politics of integrating Gender to state development process: Trends
Opportunities and constraints in Bangladesh, Chile, Jamaica, Mali,
Morocco and Uganda. U.N. Research Institute for Social Development.
68
Herma, M. and Joke, M (2009). Women’s empowerment: comparing concepts and assessing
implications for microfinance. Amersfoort: Longman.
Heyzer N. (1992). Globalisation and Gender Perspectives. United Nations
Hope A. and Timmel S. (1984). Training for Transformation: Handbook for Community
Workers. Harare: Mambo press.
Kabeer, N. (2007). “Marriage, Motherhood and Masculinity in the Global Economy:
Reconfigurations of personal and economic life”: IDS Discussion Paper
No. 200. Pp 579-618
Kabeer, N. (1998). “Money Can’t Buy Me Love. Re-evaluating Gender, Credit and
Empowerment in Rural Bangladesh”. IDS Discussion Paper: No. 363. pp
398- 410
Kelly M.J. (1990). The Origins and Development of Education in Zambia. Lusaka: Image
Publishers.
Kerlinger, F.N. (1973). Foundations of Behavioural Research. New York: Holt, Reinhart and
Winston Inc.
Knowles, M.S. (1973). The Modern Practice of Adult Education. New York: Association Press.
Knowles M.S. (1990).The Adult Learner: A neglected species (2nd edition). New York:
Cambridge.
Kombo, D.K and Tromp, D.L.A. (2009). Proposal and Thesis writing –An introduction.
Nairobi: Paulines Publications Africa
Lindemann, E.G. (1926). The Meaning of Adult Education. New York: New Republic, Inc
Mayoux, L. (1998). The Magic Ingredient? Microfinance and the empowerment of women: a
review of the key issues. Geneva: ILO Social Finance Unit.
69
Mgadla, T. (2003). Developing Programmes for Adult Learners in Africa. New York:
University Press of America.
Ministry of Community Development Mother and Child Health (2012). Guidelines for Women
Empowerment Programme. (Unpublished).
Molyneux, M. (1985). “Mobilization without emancipation?: Women’s interests, the State
and Revolution in Nicaragua”. Feminist studies 11, No. 2. pp 123-237
Moonzwe, M.S.(1982). Aspects of Curriculum Design in the Training and Education of
Nurses in Zambia. Thesis (M. ED). The University of Manchester.
Moser,C. (1989). “Gender planning in the Third World: Meeting practical and strategic
Gender Needs”. World Development . Vol. 17, No 11 pp 1825-1979.
Mpofu, S. and Indabawa, S. (2006).The social context of Adult learning in Africa.
Amerstadam: UNESCO Institute for Education.
Noyoo, N. (2007). Social Policy and Human Development in Zambia. Lusaka: UNZA Press.
Ociti, J.P (1973). African Indigenous Education .Nairobi: Longman.
Onyemunwa, S.G. (1997). Appropriate Adult Education programme planning and
implementation framework for Nigeria in the 21st Centuary. (ed).
Maiduguri: Mainasara Publishing Co.
Peil R. (1982). Lifelong Cooperation Education. Paper Delivered at University of Michigan.
Rosse, R. and Clark, R. (1972). Teaching Adults: A Handbook for Developing Countries.
Nairobi: East Africa Literature Bureau.
Sen, A. (1999). Development as Freedom. New York: Oxford University Press
Sichula, N.K. (2010). Masters Degree Dissertation on the Forms of Community Adult
Education Practices and Challenges of Implementing them in
Choongwe District: Lusaka. UNZA.
70
Simanowitz, A. and Water, A. (2002). “Ensuring Impact: Reaching the Poorest While
Building Financially.” Occasional Paper 3. pp 279-299
Singleton, R. (1988). Approaches to Social Research. New York: Oxford University Press.
Tuuli, M. M. and Rowlinson, S. (2007). What Empowers Individuals and Teams in Project
Settings? A Critical Incident Analysis. Hong Kongo. University of Hong
Kong
Toress, G. and Stanton, M (1982). Curriculum Process in Nursing: A Guide to Curriculum
Development. New Jersey: Prentice-Hall.
UNESCO. (2005). Research Methods for Adult Educators in Africa. Cape Town: Langhan.
UNESCO. (2010). Report Reaching the Marginalised Education. Cape Town: Langhan.
United Nations Population Information Network (2011). A Guide to Population Information on
United Nations Systems. United Nations Population Division. Department
of Economics and Social: United Nations
World Bank. (1992). Zambia: Gender issues. Washington D.C: The World Bank.
World Bank. (1994). The Zambia Poverty Assessment Report. Washington D.C: The World
Bank.
APPENDICES
Appendix 1. WORK PLAN
Months, 2013
#
Activity
Apr
May
Jun
Jul
Aug
Months, 2014
Sep
Oct
71
Nov
Dec
Jan
Feb
Mar
Apr
Mar
Jun
1
2
3
4
5
5
6
7
8
9
Review of
Literature
on
implementat
ion of
women
empowerme
nt
Proposal
writing
Preparation
of research
tools
submission
of final
proposal
Pilot
research
Collection
of data.
Data
Analysis
Draft
Report
write-up
Corrections
and
Submission
of report
Compilation
and
submission
of final
report
**
**
Appendix 2: PROPOSED BUDGET
#
Description
01
Transport
Quantity
Estimated Unit
Cost K
72
Estimated Total
Cost K
1.1
2.0
2.1
2.2
Fuel
Sub total
Allowances
Research Assistants
Driver
100 L
10.00/L
2 people x 3 days 50.00 each
1 person x 3
50.00
days
Sub total
3.0
3.1
3.2
3.3
3.4
Stationery
Note books
Pens
Realms of paper
Diskettes
Sub total
4.0
4.1
4.2
4.3
Services
Printing
Photocopying
Internet
Sub total
Grand total
1,000.00
1,000.00
450.00
150.00
600.00
4
10
3
2
2.50 each
1.00 each
30.00 each
2.00each
10.00
10.00
90.00
4.00
114.00
100 pages
500 pages
200 bundles
3.00/page
2.00/page
10.00/bundle
30.00
15.00
200.00
245.00
1,959.00
Appendix 3a: Informed Consent Form
Implementation Process of the Women Empowerment Programmes (WEPs).
Dear Participant:
73
You are invited to participate in a research study that will attempt to analyze the implementation
process of the Women Empowerment Programme (WEP) in Monze District. You are free to
withdraw your participation at any time should you feel so. The following information is
provided in order to help you make an informed decision whether or not you would like to
participate. If you have any questions please do not hesitate to ask. You are eligible to participate
in this study because of your involvement in the Women Group.
Purpose of the research: This study seeks to analyse the implementation process of the Women
Empowerment Programme
Procedures: You will be asked to participate in an interview which will take approximately 20
minutes. During this interview you will be asked a series of questions. These questions are
designed to allow you to share your experiences as a member of the Women Group.
Risks and/or Discomforts: There are no known risks or discomforts associated with this
research.
Benefits: The information gained from this study may help us to understand and implement the
women empowerment programme better.
Confidentiality: During the interview, no names will be obtained and recorded but rather only
numbers shall be used to mark the answer sheet. Once all answer sheets are entered in a
database, they will be destroyed. The information obtained during this study may be published in
journals or presented at meetings but the data will be prepared as aggregated data.
Compensation: You will not receive any type of compensation for participating in this study.
Opportunity to Ask Questions: You may ask any questions concerning this research and have
those questions answered before agreeing to participate or during the study. Or you may contact
the
Researcher:
Mubukwanu
Felistus,
M.
on
cell
no.
0979
221200
or
email
[email protected]
If you have questions about your rights as a research participant that have not been answered by
the researcher or you would like to report any concerns about the study, you may contact:
The University of University of Zambia,
School of Education
Department of Adult Education and Extension Studies
74
P.O Box 32379,
Lusaka
Freedom to Withdraw: You are free to decide not to enroll in this study or to withdraw at any
time without adversely affecting their or your relationship with the investigator or the University
of Zambia.
Consent: If you wish to participate in this study, you will be interviewed and observed.
You are voluntary making a decision whether or not to participate in this research study. Your
signature certifies that you have agreed to participate having read and understood the information
presented. You will be given a copy of this consent form to keep.
_________________________________________ ___________________
Signature of Participant
Date
I hereby give consent to be interviewed.
_________________
___________________
Initials of Participant
Date
In my judgment I am voluntary and knowingly giving informed consent and possess the legal
capacity to give informed consent to participate in this research study.
_________________________________________ ___________________
Signature of Researcher
Date
Mubukwanu Felistus,
Community Development,
P.O Box 660023,
Monze.
Appendix 3b
Focus Group Discussion (FDGs) for Community Development Officers (DCDO, ACDO
and CDAs)
75
FGDs Objectives
The FGDs objectives are to:
1. Establish whether or not women are being empowered;
2. Collect information on the forms on women empowerment programmes being provided
in the district;
3. Collect information about the methods used in the implementation of WEP;
4. Collect information on the major challenges encountered in the implementation of WEPs;
5. Collect information on the recommendations for improvement.
Proceedings
I.
II.
III.
IV.
V.
VI.
Introductions
Explain the objectives of the discussion
Explain the procedure
Get verbal consent
Discussion in process
End of discussion and thank participants
General Questions
1.
2.
3.
4.
What is your own interpretation of the term ‘empowerment’ regarding women’s groups?
How has the women groups empowered the members?
What are the main forms of women empowerment being provided?
What methods are used in implementing the Women Empowerment Programme WEP in
Monze District?
5. Are the activities of the women groups implemented according to the original plans?
6. What factors influence the implementation of the WEP in the District?
7. What type of capacity building is offered to the women groups?
8. Are there sustainability measures that are put in place regarding the WEP?
9. Explain how monitoring and evaluation is conducted?
10. What constraints do you encounter during the implementation of the WEP in Monze
District?
11. What possible recommendations do you suggest regarding the implementation of WEP?
THANK YOU FOR YOUR PARTICIPATIO
Appendix 3c
Interview guides for members of women’s groups.
Interview objectives
76
1. To collect information on the empowerment programmes being implemented
2. To collect information about how the empowerment activities have empowered the
beneficiaries.
3. To collect information about capacity building provided to the members of the women’s
groups
4. To collect information about the major challenges being encountered during
implementation of the WEP.
Proceedings
I.
II.
III.
IV.
V.
VI.
Introductions
Explain the objectives of the interview
Explain the procedure
Get verbal consent
Interview in process
End of interview and thank participants
Areas of focus
1.
2.
3.
4.
Type of funding received
Type of project/activities carried out.
Year and month received
Assessment of empowerment- interpretation and level
business
4.1. To client’s own life
a. Ability to read and write
b. Financial stability/standard of life
c. Network
d. Self-esteem/self-confidence
e. Eating at least three times per day
f. Independency
g. Respect
h. Responsibility
i. Decision taking
j. Living a decent life i.e.
i.
own or rent a decent home;
ii.
Decent clothing
4.2.
To life of client’s family
a. Financial stability
b. Happiness/better relations
c. Children's education improved
77
brought about by having a micro-
d.
e.
Quality of life increased
Children have better life
4.3.
To the community
f. Employment
g. Offering services
h. Respected and wanted
i. Offering counseling and advice
j. Motivating others
k. Community development
5. Implementation process of the WEPs
6. Sustainability of the Women groups
7. Capacity building provided to members of women’s group
8. Monitoring and Evaluation
9. Major challenges encountered
10. Possible recommendations
11. Comment on any other overall strength and weakness of the women group members,
their empowerment levels or any other relevant issue.
THANK YOU.
Appendix 3d
Semi structured questionnaire for senior members of staff (Directors and other executive
officers at headquarters, PCDO and SCDOs at Provincial office)
78
Questionnaire objectives
1. Establish whether or not women are being empowered;
2. To collect information on the existence of WEP documents such as policies, plans
and programmes.
3. To collect information on the implementation process of the WEP
4. To collect information on the factors that influences the implementation of WEPs.
Proceedings
I.
II.
III.
IV.
Introductions
Explain the objectives of the questionnaire
Explain the procedure
Get verbal consent
1. What do understand by the term empowerment?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………
2. Explain the main activities of the WEP being provided in Monze District?
a.
b.
c.
d.
e.
f.
g.
Small animal production
Sewing
Knitting
Farming
Food processing and preservations
Income Generating Projects or Small scale businesses
Any other specify
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………
3. Do you have any of the following documents in place regarding WEP. Tick
appropriately
a. Policies
b. Plans
c. Programmes
79
d.
Any
other
specify
………………………………………………………………………………………………
….………………………………………………………………………………..
4. Explain the implementation process of the WEP.
…………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………….
5. Do you provide any capacity building to women groups and facilitators?
a. Yes…………….
b. No……………..
6. If your answer to question 5 above is yes, state type of capacity building for each of
these groups of people below.
Members of women groups
Facilitators
7. Explain what measures or mechanisms you have put in place to ensure that the WEP
is sustained.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………
8. State exactly what you consider when monitoring women groups. Tick appropriately
a. Composition of women groups
b. Adherence to initial proposal
c. Utilization and management of funds
d. Viability of the project under implementation
e. Supervision by the Community Development Officers
f. Challenges encountered
g. Any
other
specify
…………………………………………………………………………………………
………………………………………………………………………………….
9. How often do you conduct monitoring on WEP? Tick appropriately
a. 1 month- 3month ……………….
b. 3months- 6months ………………..
80
c. 6months-9months………………….
d. 9months-12months…………………
e. 12 months and above………………
10. What conditions do the WEP have in place to ensure money for project activities goes
to their intended purpose?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………
…………………………………………………………………………………………
11. What factors influence the implementation of the WEPs. Tick appropriately
a. Policy
b. Political interference
c. Funding
d. Location
e. Quality of proposal
f. Stakeholders’ interest.
g. Any other specify
………………………………………………………………………………………………
…………………………………………………………………………
12. What major constraints do you encounter during the implementation of
WEP.................................................................................................................................
..........................................................................................................................................
13. Suggest possible recommendations for improvement.
………………………………………………………………………………………………
………………………………………………………………………………………………
Appendix 3e
Interview guides for Village Headmen.
Interview objectives
81
1. To collect information on the awareness levels of the Women Empowerment
Programmes (WEP) being implemented
2. To collect information about how the empowerment activities have empowered the
beneficiaries.
3. To collect information about the village headmen’s involvement in the WEP.
Proceedings
VII.
VIII.
IX.
X.
XI.
XII.
Introductions
Explain the objectives of the interview
Explain the procedure
Get verbal consent
Interview in process
End of interview and thank participants
Areas of focus
1. Awareness of the group being funded
2. Utilization of the funds
3. Village Headman’s involvement in the WEP
4. How the WEP has helped empower the group members
5. Major challenges observed
6. Possible recommendations
82